EMS 580 Ashlyn Barnwell

Triangles and Parallel Lines Cut by Transversals

Mathematics Learning Objectives:

Students will be able to identify angle relationships in parallel lines cut by a transversal.
Students will analyze angle relationships involving triangles.
Students will be able to visualize and imitate triangles, parallel, and transversals in the real-world using
technology.

Language Objectives:
Students will be able to communicate effectively to develop conjectures about new theorems.
Students will be able to explain the relationship between interior and exterior angles of triangles.

Essential Question:
Can we discover missing angles in triangles by recognizing angle relationships?

North Carolina Mathematics Standard:

NC.8.G.5 - analyzing angle relationships with the use of informal arguments
 Recognize relationships between interior and exterior angles of a triangle.
 Recognize the relationships between the angles created when parallel lines are cut by a transversal.

Materials:
DAY 1 DAY 2
Class set: Rulers Class set: Computers w/ internet access and
Protractors flash player installed
Blank White Paper (half of full sheet)
Triangles Interactive
GeoGebra Warm Up
Geogebra Scene Rubric (see below)
Parallel Lines Cut By a Transversal Poster and Coloring Page
Geogebra Scene Example

Notes to the reader:

Students already have knowledge of the angles created by parallel lines cut by a transversal.
The standard covered should be displayed somewhere in the classroom.
This is a two-day lesson plan.
Flash Player will need to be installed on computers for Day 2.
EMS 580 Ashlyn Barnwell

Detailed Plan for Instructional Time

Day 1 - Time: 50 minutes

Time What is the teacher doing? (Be sure to include What are students doing? If they are
questions the teacher will ask and academic language interacting with a technology tool or other
50 supports and details of technologies or materials, please describe.
mins other materials used)
10 mins GeoGebra Warm Up Students will solve as many missing angles as they can in
the given amount of time.
The teacher will have the warm up ready for students as
they walk in. This warm up reviews material previously Additional Question:
seen by students. Teacher: What are some of the angle relationships you
used to find the missing angles?
The teacher will call on students to share their answers.
(Various answers – some examples are listed below)
Student: Vertical Angles like ∠𝐹𝐷𝐵 and ∠𝐴𝐷𝐸
Supplementary Angles like ∠𝐸𝐷𝐵 and ∠𝐴𝐷𝐸
Alternate Interior Angles like ∠𝐸𝐷𝐵 and ∠𝐶𝐸𝐷
Alternate Exterior Angles like ∠𝐹𝐷𝐵 and ∠𝐶𝐸𝐺
Same Side Exterior Angles like ∠𝐹𝐷𝐵 and ∠𝐸𝐺𝐻
Same Side Interior Angles like ∠𝐴𝐸𝐷 and ∠𝐶𝐸𝐷
Corresponding Angles like ∠𝐴𝐷𝐹 and ∠𝐶𝐸𝐷
10 mins Parallel Lines Cut By a Transversal Poster and Coloring Students will color the angles that match and put the
Page reference sheet in their notebooks.

The Teacher will pass out this FREE resource as a

reference sheet for students to look back on.
20 mins Triangles, angles and parallel lines investigation Students will follow teacher instruction to create a new
diagram.
The teacher will pass out rulers and a blank white piece of
paper to each student. Additional Questions:
Teacher: What shape do you recognize?
First, the teacher will instruct the students to draw a line
segment using a ruler anywhere on their paper. The Student: A triangle
segment should be at least 5 inches long and endpoints
labeled A and B. Teacher: Using your protractor, measure any one of the
angles in your diagram outside of the triangle.
Second, students will be instructed to draw a segment
parallel to the one previously drawn. To do this, students Teacher: Knowing one angle, what can you do?
can measure a length perpendicular from one end of the
previously drawn segment and place point C. The same Student: Use angle relationships to solve for the rest of
measurement can be measured from the other end of the angles.
segment AB for new point D. Connect the points C and D
to make a new parallel segment. *Note – this segment Teacher: Solve for the remaining angles in the diagram.
does not have to be the same length as the following line
segment. Students will solve for the remaining angles in the
diagram using relationships of angles previously
Third, the teacher will instruct students to draw a reviewed. Each student should keep the diagram in their
transversal line cutting the two parallel lines anywhere the notebooks as references.
student chooses. Label the intersection of segment AB
point E and the intersection of segment CD point F where
the line crosses the two parallel lines.

Fourth, the teacher will ask students take point E and

connect it to the opposite parallel line (segment CD).
EMS 580 Ashlyn Barnwell

Label the new intersecting point G.

Only after students recognize they drew a triangle;

the teacher will direct students and two angles with E as
the center of the angle. Do not make new points.

*Note: Two neighboring angles that are not vertical must

be measured specifically one inside and outside of the
triangle. Otherwise, there are too many unknowns to
solve for the remaining angles.

At this point, students should be instructed to solve the

remaining angles in the diagram.

*Note: This section could be done with technology such

as Geogebra. However, the hands-on method allows
students to recall vocabulary through drawing. For
example, when asked to draw a segment, students should
know we want a line with two end points.
10 mins Inferring about Postulates Students will move into their groups of 3 (teacher
chosen).
Put students into groups of 3.
The teacher will direct groups to converse about Students should work together to determine if there are
postulates or theorems in their diagrams for four minutes any postulates or theorems. (5 minutes)
while monitoring discussions. After five minutes, the
teacher will lead an open discussion about discovered Additional Question:
theorems in the diagram.
Teacher: What is one theorem seen in the diagram, that
all groups can agree on?

Class: All the angles in a triangle add to 180.

Teacher: Yes, this is called the Triangle Angle Sum

Theorem and uses the sum of the interior angles.

Teacher: Does anyone see another theorem involving a

triangle?

*Student: The outside/exterior angle of the triangle is

equal to two of the angles inside the triangle added
together.

Teacher: Where are the two angles that are added are
located in comparison to the exterior angle?

Student: Inside the triangle

Student: Opposite/Across from the exterior angle

Teacher: This is called Exterior Angle Theorem. The

exterior angle is equal to the sum of the two opposite
interior angles.

*If the students do not recognize the exterior angle

theorem. Refer them to the standards displayed in the
classroom for help.
EMS 580 Ashlyn Barnwell

Detailed Plan for Instructional Time

Day 2 - Time: 50 minutes

Time What is the teacher doing? (Be sure to include What are students doing? If they are
questions the teacher will ask and academic language interacting with a technology tool or other
50 supports and details of technologies or materials, please describe.
mins other materials used)
5 mins Warm Up Students will write their name on the sticky note provided
and place it somewhere in the classroom where parallel
Teachers will write on the board (displayed on the smart lines are cut by a transversal.
board or written on the whiteboard) the directions for the
warm up. Additional Questions:
Teacher: Is there a triangle formed by any of the spots
“Write your name on your sticky note and place it where sticky notes were place?
anywhere in the room where parallel lines are cut by a
transversal.” Student: (Answer depends on room and placement of
sticky notes.)

Teacher: Are there any real life situations where parallel

lines are cut by a transversal?

(Answers may vary – some examples are listed below)

Student: Sometimes they are seen in fences, roads, or the
tresses of bridges.
30 mins The teacher will direct students to the following internet Students will open an internet tab of the following link.
tab. https://www.learnalberta.ca/content/mejhm/index.html?l=
Triangles Interactive 0&ID1=AB.MATH.JR.SHAP&ID2=AB.MATH.JR.SHA
P.TRI&lesson=html/video_interactives/triangles/triangles
The teacher may put the link in Google Classroom as the Interactive.html
link is long.

Once students have the website up, the teacher will *The fastest way for students to get to this link is to go to
instruct them to complete the interactive portion that is 15 Google and type “triangles learnalberta.” Students will
questions long. click the first link and then click the interactive button.
(Flash player will need to be installed prior to this lesson)
As students are working, the teacher will monitor
progress and answer questions. Students will work to complete the 15 questions
regarding missing angles of triangles.
Note: This conveyance tool was chosen because it allows
students to see patterns involving parallel lines, Additional Questions:
transversals, and triangles in the real world. Additionally, Student: What does it mean by “find the active triangles”?
this tool gives students the ability to check their solutions
and try again if needed. Teacher: Look for triangles that are made from parallel
lines cut by a transversal. When you hover over the
correct triangles, they will turn orange.
15mins The following assignment may be written or displayed on Once finished with the previous assignment students will
the board for students as they finish. open a new internet tab of the following link.
https://www.geogebra.org/geometry
“As you finish pick up a Geogebra Scene Rubric and
open a Geogebra Geometry. Create a “realistic” scene Students will begin a project in Geogebra creating a scene
depicting triangles created by parallel lines and depicting triangles in the real world made my parallel
transversals. Identify the measures of angles related to lines and transversals.
your triangle, parallel lines, and transversal(s).”
*This may be finished for homework or continued the
Note: This mathematical action tool was chosen because next day.
EMS 580 Ashlyn Barnwell

it gives students the opportunity to create and explore

with dynamic geometry. Students will be depicting
triangles in the real world similarly to architects.
EMS 580 Ashlyn Barnwell

Worksheets, Answer Keys, and Rubrics

Day 1: Warm Up Answers

∠2 = 59.2
∠3 = 120.8
∠4 = 59.2
∠5 = 120.8
∠6 = 59.2
∠7 = 120.8
∠8 = 59.2

Coloring Page/Reference Sheet – Original and answer key (2 versions)

Also downloadable for free at the provided link above with a free account.
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EMS 580 Ashlyn Barnwell

Triangles, angles and parallel lines investigation drawing example

EMS 580 Ashlyn Barnwell

Day 2: Triangles Interactive Answer Key

PDF download for free at the interactive link under print activities.
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EMS 580 Ashlyn Barnwell
EMS 580 Ashlyn Barnwell
EMS 580 Ashlyn Barnwell

Geogebra Scene Example

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References

Alberta Education. (2003). Exploring and Solving Triangles. [Interactive file]. Retrieved from:
https://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SHAP&ID2=AB.MATH.J
R.SHAP.TRI&lesson=html/video_interactives/triangles/trianglesInteractive.html

Common Core State Standards Initiative. (2019). Retrieved from:

http://www.corestandards.org/Math/Content/8/G/

Mr. Jaskunas. (2016). Part 2 – Parallel Lines cut by a Transversal. [GeoGebra file]. Retrieved from:
https://www.geogebra.org/m/B8vf8uDK

Nirode, W. (2017). Proofs without Words in Geometry. Mathematics teacher. 110. (8). Retrieved from:
https://www.nctm.org/Publications/Mathematics-Teacher/2017/Vol110/Issue8/Proofs-without-Words-in-
Geometry/

Public Schools of North Carolina State Board of Education. (2019). [PDF file]. 14. Retrieved from:
http://www.ncpublicschools.org/docs/curriculum/mathematics/scos/current/6-8.pdf

Scaffolded Math and Science. (n.d.). Parallel Lines Cut By a Transversal Poster and Coloring Page. [PDF file].
Retrieved from: https://www.teacherspayteachers.com/Product/Parallel-Lines-Cut-By-a-Transversal-Poster-
and-Coloring-Page-999225