Reflection: Accountability Angle Relationships Formed by Parallel Lines - Section 5: Individual Processing: Connect Two


In this task, I decided to model how students could “connect two” terms with two different examples to try to demonstrate the range of what students might consider: “I will connect ‘congruent’ and ‘vertical’ because vertical angles are always congruent” and “I will connect ‘not congruent’ and ‘corresponding’ because corresponding angles are not congruent unless lines are parallel.” 


At this particular time in the unit, many students have a lot of sensible reasoning but might use vague language when trying to explain their thinking (for example, students sometimes point at angles and say, “this is congruent to this, so then these two angles are congruent“) or struggle to use the new angles vocabulary correctly, for example, “corresponding angles are supplementary” instead of “corresponding angles are congruent.” 


For this reason, after students finished Connect Two, I asked them to exchange papers with a partner to check each other’s reasoning and use of the new vocabulary.  Having students look at each other’s work provided me with a way to increase the cognitive demand of the task by asking students to evaluate each other’s work and critique each other’s reasoning.  


  Increasing Cognitive Demand with Pair Share
  Accountability: Increasing Cognitive Demand with Pair Share
Loading resource...

Angle Relationships Formed by Parallel Lines

Unit 4: Discovering and Proving Angle Relationships
Lesson 3 of 6

Objective: Students will be able to correctly name types of angles and state that these angles are congruent depending on whether the lines cut by a transversal are parallel.

Big Idea: A tracing paper activity allows students to see [through] that that corresponding angles and alternate interior angles are congruent only if the transversal cuts across parallel lines.

  Print Lesson
3 teachers like this lesson
  80 minutes
Similar Lessons
Reasoning About Rigid Motions
Geometry » Congruence and Rigid Motions
Big Idea: Students learn how to use reason as well as experience to understand the result of transforming a figure. Deductive and inductive logic work hand-in-hand!
Ault, CO
Environment: Rural
Tom Chandler
Proving It
Geometry » Line-sanity!
Big Idea: This lesson begins to builds students understanding of proofs using Algebra and Geometry.
Saratoga Springs, NY
Environment: Suburban
Stephanie Conklin
Parallel Lines Challenge Problem
8th Grade Math » Transformations
Big Idea: Challenge students to prove what they know about parallel lines and angle relationships when the diagram is unique and exact angle measures irrelevant.
Bowling Green, KY
Environment: Suburban
Christa  Lemily
Something went wrong. See details for more info
Nothing to upload