Date: ​February​ ​18, 2018 Teacher’s Name: ​Cassandra Rubino

Subject: ​Geometry Grade level:​ 10th

Unit: ​Unknown Angles Length of lesson: ​45 minutes

Central Focus: ​Students explore the relationship between supplementary and vertical angles
and how that may be used to solve for unknown angles. Students demonstrate ​conceptual
understanding​ by participating in group discussions and using graphic organizers to reinforce
vocabulary. Students demonstrate ​procedural fluency​ by using protractors to measure angles,
analyzing angle relationships, and applying strategies to find unknown angles. Students
demonstrate ​mathematical reasoning and problem solving skills​ by discussing, analyzing, and
comparing methods to solve for unknown angles. Students represent angle diagrams
symbolically by writing equations with variables and solving for unknown angles.

Lesson Title​: Solve for Unknown Angles - Angles and Lines at a Point
For unit​,​ ​Lesson 1 out of 5:

Essential Question(s)​: depends on type of lesson/unit; stimulates thinking and inquiry

How can we use angle relationships to solve for unknown angles?
How can we use graphic organizers (concept maps) to help us understand and apply the
vocabulary words we need in order to solve for unknown angle problems?

Learning Standards: ​NYS content standards, professional standards (CEC, NCSS etc.)
Common Core Standards​:
G.CO.9 ​Prove theorems about lines and angles. Theorems include: vertical angles are
congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and
corresponding angles are congruent; points on a perpendicular bisector of a line segment are
exactly those equidistant from the segment’s endpoints.
Literacy Standards:
R.9​-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 9–10
texts and topics.
L.9-10.6. Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.

Pre-Assessment: ​Determines prerequisite skills and knowledge students have about lesson
Students already know how to use a protractor to measure angles, the properties of intersecting
lines and the definition of adjacent angles.
 Learning Objectives​: learning outcomes
that are clear/measurable (Use action verbs)
Students will:
- Apply structural analysis in order to
develop a deeper understanding of the
meaning and uses of the phrase
“intersecting lines.”
-Draw intersecting lines in order to discover
and measure angles using a protractor.
-Define and analyze the relationship
between supplementary and vertical angles
in order to​ ​solve for unknown angles.
-Create and use a graphic organizer with
multiple components as a vocabulary
strategy in order to demonstrate
understanding of geometric concepts of
supplementary and vertical angles beyond
the dictionary definition.
Assessments​: Ways of evaluating each
learning objective
-Sponge Activity: structural analysis of
“intersecting lines”
-Teacher observation of angle
constructions and protractor use
-Group work practice problems
-​Popplet​ & graphic organizer (concept map)
completed for vocabulary terms
-Reflection Paragraph on advantages of
using graphic organizers

Differentiation: ​Adapt or modify instruction, materials, and/or environment to meet specific

characteristics and special needs of students (ELL, gifted learners, students with disabilities)
ELL and visual learners will benefit from using pictures and graphic organizers as a vocabulary
strategy. Sections of the organizer can be numbered or highlighted in different colors to help
students focus on learning. Students will work in small groups and be encouraged to respond to
vocabulary words through alternative modes such as sketching. Prefixes, roots, and suffixes of
words may be color-coded or highlighted to help struggling readers with structural analysis. ​The
Popplet App is especially beneficial for ELL and struggling readers because it allows them to
learn and express their knowledge with nonlinguistic representations such as illustrations and
diagrams.​ High level students will be paired with low level students to provide extra support.
High level students will be encouraged to create a game for the class to play which involves
vocabulary terms to reinforce learning.

Academic Language: ​Provide components of language students need to learn / use in specific
content areas. Teachers need to consider: vocabulary, language functions (analyze, interpret,
argue, compare, identify), syntax (sentences, graphs, tables), discourse (oral/written language).
-Vocabulary: supplementary angles, vertical angles, adjacent angles, intersecting lines
-Language functions: compare angle measurements and analyze relationships between angles
-Discourse: communicate the meaning and application of vocabulary words.

Procedure:
Anticipatory Set ​(hook, motivation, etc. to engage students)
a. Activation of prior knowledge
ENGAGE​ – Sponge activity - As students enter the classroom, they will be asked to observe the
sketch of a large X that the teacher drew on the board. They will write in their notebooks about
what they notice and think the sketch means and then discuss it as a class. They will review the
properties of intersecting lines and discuss how two intersecting lines form four angles. ​The
teacher will then explain the vocabulary strategy of structural analysis which involves examining
each part of a word to determine its meaning. Analyzing a word’s structure will help students
recognize words and determine their meaning. The prefix “inter” means “between” or “jointly.”
Students will connect this meaning to their understanding of intersecting lines because the
intersection of two lines is where they “join” at the same point or the point that is shared
“between” them. Using structural analysis as a vocabulary strategy will encourage students to
think about vocabulary words and how their meaning will contribute to their understanding of
solving unknown angles​.

EXPLORE​ – Students work with partners to investigate how angles relate to each other. They
create intersecting lines to discover relationships between vertical and adjacent angles. Teacher
will ask students to draw a line and a second line that intersects the first line. Students will
construct the two intersecting lines in their notebooks and make predictions / hypotheses about
the measures of the angles. For example:
If two straight lines intersect, then the opposite angles are equal.
If two straight lines intersect, then the adjacent angles on a straight line equal 180 degrees.

After that, students label the four angles formed by the intersecting lines. Then they measure
the angles using a protractor and record the measures. What do students notice about the angle
relationships? Students repeat this with another set of intersecting lines to observe if the
relationship between angle measurements is the same as the first example. Next, students use
the diagrams to calculate the sum of the measures of any two adjacent angles on a straight line.
What do students observe about their relationship? Finally, teacher initiates a class discussion
about what students discovered and asks them to explain the definition of vertical and
supplementary angles. As a class, students will describe what they notice in their own words to
ensure understanding and avoid misconceptions. Students discovered the definitions of
supplementary and vertical angles using their prior knowledge of intersecting lines and a
protractor to measure angles.

Initial Phase
a. Instruction​ ​(direct or indirect)
EXPLAIN ​-​ After the teacher explains the concepts, students write the definitions in their
vocabulary notebooks.
Vertical angles - opposite angles formed by two intersecting lines.
Rule: Vertical angles are equal.
Supplementary angles – two angles whose sum equals 180 degrees.
Rule: Two adjacent angles on a straight line equal 180 degrees and are supplementary.

Then students watch a video to reinforce concepts they learned in the lesson.
Finding Unknown Angles (2:06 min) https://www.youtube.com/watch?v=3XddwCSMo-8

After that, students work with a partner (Think-Pair-Share) to create concept maps for each
vocabulary word based on what they learned. Students discuss and analyze term descriptions
with their partner, compare / contrast terms, classify words, identify synonyms/ antonyms,
related words, identify any confusion, seek clarification and make revisions to their own work.
Students fill in the different parts of the organizer with definitions, descriptions, examples,
symbols, illustrations, diagrams, sketches and other nonlinguistic representations of the
vocabulary. The new vocabulary will then be added to the word wall at the back of the
classroom.
Students may use the Popplet App to help them visualize and organize the concepts and
understand the relationship between them. Using online technology engages students so they
are more eager to learn.

Middle Phase
a. Practice (guided, independent)
EXTEND​ ​- Students use the new information they learned to work on problems collaboratively
with a partner to find unknown angle measures. Students exchange their work with other groups
to compare and contrast their steps and solutions with each other. Students discuss their work
as a class to clarify any misconceptions.

Practice Problems
Find the angle measures in the diagrams and state the geometric reasons for your solution.
1. If angle a measures 50 degrees, what is the measure of angle b? Explain your reasoning.

2. The measure of < b is 50 degrees. What is the measure of < a? Justify your solution.

3. The measures of angles a, b, c are 50, 60, and 40 degrees. Find the measure of < d.

Concluding Phase
a. Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
Teacher will conclude with a reference to the next day’s lesson so students know what to
expect. ​Then students will write a one paragraph reflection in their notebook describing how
concept maps helped them understand and remember the vocabulary words and explain how
they can use this strategy in other classes or outside the classroom in other areas of their life.

Follow up: ​What comes next to reinforce the lesson (HW or supplemental instruction)
For homework, students will use their concept maps to create vocabulary flashcards to help
them study for the unit test.

Materials: ​(items, technology, etc.)

Protractors, whiteboard, markers, pencils, notebooks, graphic organizers (concept maps)

References and Resources: ​Cite (APA style) sources, texts, lesson plans used
EngageNY.org. NYS Education Department. Geometry Module 1 Topic B: Unknown Angles
https://www.engageny.org/resource/geometry-module-1-topic-b-overview
McLaughlin, M.(2014). Content Area Reading: Teaching and Learning for College and Career
Readiness. New York, NY: Pearson Education, Inc.

Videos and Websites for Extra Review

Solving for unknown angles (10:05 min)
https://www.youtube.com/watch?v=bPqgWav1Jh4

https://www.khanacademy.org/math/engageny-geo/geo-1#geo-1b-point

http://popplet.com/
 Guided Notes
Facts Diagram / Example Geometric Reason in an
Exercise or Proof

Vertical angles are equal in “Vertical angles are

measure. equal in measure.”
(vert. angles)

𝑎° = 𝑏°

Two angles that form a “Linear pairs form

linear pair are supplementary angles.”
supplementary.
(angles on a line) 𝑎° + 𝑏° = 180

Given a sequence of n “Consecutive adjacent

consecutive adjacent angles angles on a line sum
whose interiors are all to 180°.”
disjoint such that the angle
formed by the first n-1
angles and last angle are a 𝑎° + 𝑏° + 𝑐° + 𝑑° = 180
linear pair, then the sum of
all angle measures is 180°.
(angles on a line)