Transversal Introductory Lesson

Title: Introduction to Special Angles Created by Transversals Subject(s): Math 3-Geometry Strand Grade(s): 8 Standards: 8.3.1: Use properties of parallel lines, transversals and angles to find missing sides and angles, and to solve problems including determining similarity or congruence of triangles. Objectives: Students will be able to identify and name all five specific angle pairs correctly in five minutes. Essential Questions: How can I classify angle pairs with transversals? How can I use special patterns to help me find what an angle is? How can we use algebra to help solve angle problems? New Vocabulary: Transversal: a line that cuts through two parallel lines. Alternate Exterior Angles: angles that are on opposite sides of the transversal and outside the parallel lines, one on the top and one on the bottom. Congruent. Alternate Interior Angles: angles that are opposite sides of the transversal and inside the parallel lines, one at the top and one at the bottom. Congruent. Same-side Interior Angles: angles that are on the same side of the

transversal and inside the parallel lines. Supplementary. Vertical Angles: any two angles that are directly opposite each other and do not share a sideonly a vertex. Congruent. Corresponding Angles: angles that are in the same position relative to the parallel lines, one on the outside and one on the inside. Congruent. Linear Pair: any two angles next to each other. Supplementary. Vocabulary to Refresh: Supplementary: adding to 180 degrees Congruent: exactly the same Parallel: lines that change at the exact same rate and never touch. Materials Needed: SMARTBoard, Whiteboard markers, plastic overhead sheets cut into squares, diagrams containing parallel lines cut by transversal Brief Description: Using the material they are given, students will experiment in an attempt to find the angle pairs that match. When they are found, we will name them together at the board with their proper math names. When this is accomplished, students will draw and label the same in their graph paper spirals. Lesson: Warm-up: 5 minutes for students to work on the three problems given at the board. Then take a further 5-10 minutes to review the correct methods and answers to the warm-up problems. Exploration: Give the students plastic sheets and white-board markers along with a diagram that features two parallel lines cut by a transversal. Discussion: Students and teacher will discuss the discovered angle pairs at the SMARTBoard. Students will describe angles and teacher will help students with the correct mathematical names for the angles. Application: Students will be tasked with drawing the diagram and

labeling the angle pairs in their spirals. When they are done, they will be given problems that require them to find a missing angle using the patterns that they just discovered. Wrap-up: Answers will be explored and students will share the work that they did. Questions will be answered. Assessment: Given five minutes, students will attempt to identify angle pairs by their special angle pair name. Three days later, students will be given the same exercise to see how far they have come from the first look at the topic to extended exposure to it. These quizzes are done using SMART clicker technology that links to the SMARTBoard. Extension: For students who show mastery of the initial technique, there is a challenge problem that requires student to use what they have just learned alongside previous information concerning angles in a triangle to find 41 missing angles in a large pattern.