Lesson Plan Template
Teacher: Leola Reese
Subject: Integrated Math I
Lesson Title: Parallel Lines
Classroom Details
Time: 56 minutes
Equipment: TV, computer, document
camera, handouts
Resources: Teacher's Edition of Envision
Integrated Mathematics I
Time Lesson Element
in
mins.
5 Do Now
Content Details
Grade: 9
Standard(s): CCSS.Math.Content.HSG-CO.C.9
Objective: Students will be able to
• determine the measures of angles formed when
parallel lines are intersected by a transversal.
What is the teacher What are the students Notes / Tips
doing? doing?
• Welcome students • Students have their One problem in
and introduce the Do notebooks and the Do Now task
Now task that is cast folders and they are reminds students
onto the TV. sitting in their desks that
• Start 5-minute timer. quietly. They begin supplementary
• Take attendance and working on the angles sum to
then walk around warm-up problems 180. Given two
room checking work on their DO Now angles that are not
and stamping page if sheet. touching, one
student is done. • One or two students angle is 35
Student must show help stamp when degrees, students
meaningful effort in they are done with need to provide
order to get a stamp, their work. the measure of the
but the work does not • When timer goes supplementary
have to be completely off, all students put angle.
correct. pencils down and
• Select one or 2 helpers continue to The second Do
students who finish stamp completed Now problem
early to help stamp. work. shows adjacent
supplementary
angles; students
must again
provide the
measure of the
supplementary
angle and then
choose, from a list
of words, the
correct name
(straight angle)
for the 180 degree

3 Review Do Now • Pick one or two
students to show their
work.
1 Transition Teacher tells students to
put Do Now sheet in
their folders, set the
folder aside and open
their notebooks.
2 Student Friendly Tell students the write
Question down the essential
question:
Lesson 7-1. What angle
relationships are formed
when parallel lines are
intersected by a
transversal?
15 Link to prior • Ask students to draw
knowledge parallel lines in their
(pre-assessment) notebook and have
one student draw his
answer on the board.
Then ask students
what makes the lines
parallel?
• Write students
answers on the board
and guide them to
include the idea that
the lines are on the
same plane and that
they never meet.
• Draw a transversal on
the parallel lines on
the board. Tell
students "The parallel
lines are cut by a
transversal. What do
you think this
means?"
• Write students
angle that is
formed.
• One or two students
that teacher selects
will share their work
by putting it on the
document camera
and briefly explain
the answers.
Students put sheet in
their folders and open
notebooks.
Students copy the
objectives into their
notebooks.
• Students raise hands This is an
and answer introduction to the
questions. topic allowing
students to
explore the
situation. The
diagram shows
parallel lines cut
by a transversal.
• During 3 minute
period, students
work with a partner
to answer the
question in their
2
 answers on the board. notebook.
• Ask students "What • Students share their
relationships among work with the class
the measures of the using the document
angles do you see?" camera or the white
• Give students 3 board.
minutes to generate
answers working in
pairs.
• Walk around the
room to check work.
• When 3 minute timer
goes off, ask 1 or 2
groups to share their
answers with the
class.
5 Direct • Use the document Students copy the Example 1
Instruction: camera to draw example into their consists of two
Example 1 Example 1 and notebooks. parallel lines cut
identify by a transversal.
o same-side angles
(same side of
transversal)
o exterior angles
(outside parallel
lines)
o interior angles
(inside parallel
lines)
o alternate interior
angles
o same-side
exterior angles
o corresponding
(matching) angles
5 Guided Practice: • Teacher gives Students write the Try It
Try It! (Check for students a Try It problem in their
understanding) problem with notebooks and answer
numbered angles and the questions as guided
asks students to by the teacher.
identify all the angle
pairs that include
angle 4.
• Teacher waits for
student input and
helps them as needed
until they identify the
same-side interior
3
 angles, alternate
interior angles and
corresponding angles
for angle 4.
• Teacher asks students
to answer the same
question with angle
7.
• Teacher gives
students 3 minutes to
work on the problem
alone while she walks
around the room to
check students'
understanding.
• When 3 minutes end,
teacher randomly
calls on 1 or 2
students to share their
answers.
1 Transition Teacher asks two
students to pass out a
sheet of practice
problems.
5 Independent • Teacher tells students
Practice to work on selected
(ongoing practice problems
assessment) #15, 16, 17
• Randomly choose 1-2
students to share their
problem solns with
the class
1 Transition Teacher tells students to
put notebooks and
folders away and return
to their seat while she
passes out an exit ticket.
3 Closure Exit Ticket: Teacher
(post-assessment) asks students to write
about their learning
experience, i.e., answer
the essential question.