Lesson Plan Template rev 1/22/18

Date: 2/27/18 Teacher’s Name: Michael Roman

Subject: Geometry Grade level: 10
Unit: Unknown Angles Length of lesson: 40 minutes

Central Focus: Students will review formerly learned geometry facts and practice citing the
geometric justifications regarding angles in a triangle in anticipation of unknown angle proofs.
Students will then write unknown angle proofs, which requires them to string together facts
they already know to reveal more information.
Lesson Title:
For unit, 3 out of 6:

Essential Question(s): How can we incorporate what we know about solving for unknown
angles into solving for unknown angles in triangles?

Learning Standards:
CCLS - Math: 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.
CCSS.ELA-LITERACY.RST.11-12.4
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 11-12 texts and
topics.

Pre-Assessment: Discussion during Initial Phase: Students will demonstrate their knowledge of
triangles through their completion of the Semantic Map.

Learning Objectives: Students will apply
properties of unknown angles in triangles to
solve unknown angles in a variety of
diagrams.
Assessments: -Exit Ticket: Students are
given a triangle and parallel lines and must
find the measure of unknown angles.
-Graphic Organizer: Students will
demonstrate their knowledge of properties
of the different kinds of unknown angles by
making a graphic organizer classifying each
type.

Differentiation: Students that are ELL will be provided with extra time to complete tasks. I will
also group students who have problems with language and students who can translate together
so ELL students can have someone other than the teacher helping them.

Academic Language: The academic language that will be concentrated on in this lesson are Tier
3 words: Acute Triangle, Congruent, Exterior angles, Interior angles, Isosceles Triangle, Obtuse
Triangle, Right Angle, Scalene Triangle, Triangle, Equilateral, and Equiangular.
 Lesson Plan Template rev 1/22/18

Procedure:

Anticipatory Set (hook, motivation, etc. to engage students)

Engage:
1. Explain the Semantic Map Pre-reading strategy to students.
2. Show them a sample Semantic Map (Materials file)
3. Have students complete a Semantic Map with “Triangle” being the focus word.
4. Have students share their Semantic Maps with the class.
5. Have students read the informational text “Classifying Triangles” to prepare them
for today’s lesson. https://www.ck12.org/geometry/classifying-
triangles/lesson/Triangle-Classification-MSM7/
Initial Phase
Explore: Students will use their prior knowledge and what they have read about triangles to
conclude the Exterior Angle Theorem on their own. That is the sum of two interior angles is
equal to the exterior angle that forms a linear pair with the third interior angle.
1. Give students a triangle like the one below.
2. Tell students that they will be making a conclusion about triangles, specifically about the
triangle’s angles.
3. Some questions students should keep in mind are:
a. “What is the relationship between the angles in the triangle?”
b. “What are the similarities in relationships between angles of two different
triangles?”
c. “Will this relationship hold for all triangles?”
4. Tell students to use what they know about triangles to solve for the third angle. Remind
them that the exercise is not purely to solve for the third angle, but to make a
conclusion about triangles.
5. Give students another triangle and have them repeat the process. Then tell students to
compare their two triangles. Ask “What do you see in common between the two?”
6. By now, students should be coming to the conclusion of the Exterior Angle Theorem. If
students are struggling solving for the unknown angle, ask the following questions to
guide them towards the learning objective:
a. “What is the sum of a linear pair?”
b. “Which angles form linear pairs?”
c. “What is the sum of the interior angles of a triangle?”
7. Have students share their conclusions with the class.
Middle Phase
Explain
1. Briefly give students the complete definition of the Exterior Angle Theorem.
a. “The measure of an exterior angle of a triangle is equal to the sum of the
measures of the remote interior angles.
 Lesson Plan Template rev 1/22/18

2. Tell students that the Exterior Angle Theorem is not the only theorem dealing
with. Give them several more problems during guided practice so students see
the various ways to solve unknown angles in triangles (Materials file). Make sure
students are providing evidence for their statements.
3. When students complete the additional problems, have them share their
answers with the class.

Concluding Phase
Extend
a. Exit Ticket (Assessments file): Students are given a triangle and parallel lines and
must find the measure of unknown angles.
b. Before student’s leave, ask them to start thinking about the importance of giving
reasoning and providing evidence for their solving of unknown angles, instead of
just the computational component. This will prepare them for the next lesson on
mathematical reasoning and proofs.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Homework sheet (Materials file): Students will be given a set of problems involving solving
unknown angles in triangles, like those in class.

Materials: (items, technology, etc.)

1. Semantic Map Sample
2. White Board
3. Markers
4. Exit Ticket
5. Practice Problems
6. Homework Sheet
7. “Classifying Triangles” Reading

References and Resources: Cite (APA style) sources, texts, lesson plans used
Lesson Plan Used: https://www.engageny.org/resource/geometry-module-1-topic-b-lesson-8
Sample Semantic Map https://www.webmoves.net/blog/tag/semantic-web/