## Reflection: Developing a Conceptual Understanding Angles and Parallel Lines (Day 1 of 2) - Section 2: New Info

The math in this lesson is straightforward, but the vocabulary requires practice. It takes time for students to learn the terms associated with angles formed by parallel lines and transversals.

One thing I've learned as a teacher is that I sometimes take vocabulary for granted and make the mistake of under-emphasizing new terms, when in fact, using precise language can make a world of difference in the learning process. For example, in this lesson a simple reminder that when we identify angle pairs, we mean one angle at each intersection, I find, is worth stressing. I also find that it is worth emphasizing, that the angle pairs fall into two categories:

• Category 1: Angle pairs identified by their positions relative to each other (corresponding, alternate interior/exterior, same side interior)
• Category 2: Angle pairs identified by their measures (congruent, supplementary)

Interestingly, I also find it is helpful to warn students not to learn which angles are corresponding, vertical, and so on, by using the numbers that name them. When designing tasks, varying the relative positions of the numbers discourages this practice.

A note on the vocabulary
Developing a Conceptual Understanding: A note on the vocabulary

# Angles and Parallel Lines (Day 1 of 2)

Unit 5: Congruence and Similarity
Lesson 11 of 16

## Big Idea: Students recognize and use properties of lines and angle to determine angle measures.

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Standards:
Subject(s):
Math, parallel lines, Geometry, transversals, corresponding angles, Similarity and Congruence, Sketchpad, Same side interior angles, alternate interior angles, Grade 8 Math
55 minutes

### Mauricio Beltre

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