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# Exploring Angle Relationships Along Parallel Lines

Lesson 17 of 23

## Objective: Students will be able to understand and prove angle relationships along parallel lines cut by a transversal through the application of transformations

*55 minutes*

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#### Begin the Angles Activity

*40 min*

Watch a short video explaining the rational for this lesson and why I have chosen to apply transformations to parallel lines cut by a transversal.

Clarifying and Sharing Learning Goals

Always begin by clarifying for the students what it is they will be learning from the activity today. Click here to watch a short video on what it means to clarify and share learning intentions and criteria for success with students:

**Clarifying and Sharing Learning Intentions and Criteria for Success**

The learning goals for today are to continue to focus on graphing linear equations with the purpose of using those lines to see angle relationships. Tell students that they will be graphing two different intersections which will create eight angles for this activity. The goals are the same as on the angles activity prior to this: move angles through transformations to map relationships between certain pairs of angles. Let students know that there will be a lot of vocabulary throughout the activity and it is important to know these angle pair names. An organizer to help with the vocabulary will be used on the last day of the activity.

Working in Cooperative Groups to Graph

Allow students time to graph the three given equations and number the angles as the directions indicate. Students should work within their partnership or small group to correctly graph and label. While students are graphing, move about the room formatively assessing progress and providing feedback that will move your students’ learning forward. To better understand how I group students into cooperative teams and how I provide feedback to students, click on the links below to watch a short video on each strategy.

**Cooperative Grouping Explained **

**Providing feedback that moves learning forward**

After allowing time for groups to correctly graph and label ask one group to place their papers under the document camera and share how they created the linear graphs. Choose this group as you are providing feedback and let them know you would like for them to present their correct work. I sometimes allow more than one presentation if multiple graphing strategies were used and each is a viable method of graphing. I call this time of students presenting their work a “mini wrap-up” because I do not spend long periods of time closing a lesson at the end of the class period. We use small lesson closers after a small chunk of material has been completed. Click below to watch a short video on how I use the mini wrap-up strategy.

**Cooperative Grouping Explained**

Once all students have correct graphs, it is time to begin answering the angle relationship questions. These questions are challenging and ask students to think about and prove angle relationships. This is a key time to provide feedback to students both yourself and through partners within small groups. Students need to be able to discuss ideas and questions. I often had to remind students to use their tracing paper in order to compare angles and find their relationship first (congruent or supplementary) and then begin to think through the transformations that would move and map angles together. Click below to watch a short video on how students provide feedback to one another within small groups.

Students as resources for one another

**Where to End the Lesson**

The goal for the first day is to reach at least question 4 and discuss the answers to these questions in a mini wrap-up before the end of class. Of course students will work at their own pace and that is encouraged. You just want to at least get everyone through question 4 by the end of the first class period. Some of the key ideas to focus on throughout the lesson today include: graphing linear equations (fluency), understanding algebraically why two lines are parallel (same slope different y-intercepts), and the definition of a transversal. The math standards of focus in this lesson today include**: 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line. **Through the use of partners to provide feedback and work to graph linear equations with efficiency and fluency the following math practice standards will also be used:

**MP3**

**MP7.**

##### Resources (8)

#### Resources

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- LESSON 1: Introduction to Transformations using Play-dough
- LESSON 2: Hands-on Exploring Translations in the Plane
- LESSON 3: Hands-on Exploring Translations in the Plane Continued
- LESSON 4: Hands-on Exploring the Movement of Reflections in the Plane
- LESSON 5: Hands on Exploring Reflections in the Plane Continued
- LESSON 6: Reflections in the Coordinate Plane Continued Again - finishing it up
- LESSON 7: Exploring Rotations in the Plane
- LESSON 8: Exploring Rotations in the Plane Extension Activity
- LESSON 9: Exploring Rotations in the Plane Extension Activity Continued
- LESSON 10: Exploring Rotations in the Plane Extension Activity Completed
- LESSON 11: Rotations in the Coordinate Plane
- LESSON 12: Combining Transformations Formative Assessment Lesson
- LESSON 13: Combining Transformations Formative Assessment Lesson Continued
- LESSON 14: Combining Transformations Formative Assessment Lesson Completed
- LESSON 15: Exploring Angle Relationships Through Transformations
- LESSON 16: Exploring Angle Relationships Through Transformaitons Continued
- LESSON 17: Exploring Angle Relationships Along Parallel Lines
- LESSON 18: Angle Relationships Along Parallel Lines Continued
- LESSON 19: Angle Relationships Along Parallel Lines Completed
- LESSON 20: Optional Parallel Lines Unit Project Day 1 of 2
- LESSON 21: Optional Parallel Lines Unit Project Day 2 of 2
- LESSON 22: Transformations Unit Exam
- LESSON 23: Parallel Lines Challenge Problem