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# Prove It with Angle Relationships

Lesson 2 of 9

## Objective: SWBAT identify, describe and apply key angle relationships in proofs.

#### Do Now

*10 min*

Students can work independently to identify key geometric properties including reflexive property, symmetric property and transitive property.

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Using student notes on page 6, students can cut out the key pieces of a practice proof. Students can work in pairs or small groups to arrange the proof and then glue or paste the correct order of the proof onto page 8 of notes. You may want to consider how this proof could be created as a paragraph proof, rather than a 2-column proof before asking students to cut the pieces of the proof up (MP #7).

Please note that page 7 has been left blank for students to cut out the pieces of their proof.

You can review the steps with students, and discuss how these are connected to prior topics covered in geometry (i.e. sums of angles and reflexive property) (MP #3).

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#### Activity/Homework

*10 min*

Students will work on activity attached to student notes and continue this as a homework assignment, if time is short in class.

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#### Review Video

*8 min*

You can start this video at minute 1. Sir Tyler reviews the major angle relationships discussed in class. He is funny, quarky and provides a great overview of today's lesson.

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#### Exit Ticket

*10 min*

To determine if students have met the lesson objective, they are asked to write 2-3 statements about pairs of angles based on the diagram.

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Hi Nicole,

Proofs are really hard for all of my students. I think that my approach to teaching proofs is to just take it one day at the time. It's a skill that is not always naturally grasped by students. I would spend time teaching the how-tos of proofs but over a long term, not just in this lesson. Does that help?

Good luck, sounds like you're doing a great job!

Stephanie

| 2 years ago | Reply

Hi Stephanie! I feel like we should meet with how much I'm using your material! lol I'm writing with a question. After this lesson, did you find that your students were confused about how to solve proofs? I mean, did you spend more time practicing two-column proofs before moving on to your next lessons in this Unit? I get too overwhelmed moving too far ahead in my planning and have only reviewed this unit and see that flow proofs and formal proofs are covered but was wondering how much extra time you spend on directly teaching the 'how-tos' to them. thank you!

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- UNIT 1: Introduction to Geometry: Points, Lines, Planes, and Angles
- UNIT 2: Line-sanity!
- UNIT 3: Transformers and Transformations
- UNIT 4: Tremendous Triangles
- UNIT 5: Three Triangle Topics
- UNIT 6: Pretty Polygons
- UNIT 7: MidTerm Materials
- UNIT 8: Circles
- UNIT 9: 3-D Shapes and Volume
- UNIT 10: Sweet Similar Shapes
- UNIT 11: Trig Trickery
- UNIT 12: Finally Finals

- LESSON 1: Proving It
- LESSON 2: Prove It with Angle Relationships
- LESSON 3: Skew Lines and their Friends
- LESSON 4: PTA (Parallel Lines, Transversals and Angles)
- LESSON 5: Flow Proofs and PTA
- LESSON 6: Line It Up!
- LESSON 7: Perp Lines are Perfect
- LESSON 8: Parabolas and Review of Line-sanity!
- LESSON 9: Assessment for Line-Sanity