Lesson 2 of 9
Objective: SWBAT identify angle relationships when parallel lines are cut by a transversal.
Each day, students complete a warmup that usually consists of spiraling the previous day's material, in addition to older material. Warm-up problems also sometimes extend lessons that students have encountered before to more unfamiliar contexts.
For a video narrative about how I structure each lesson, and how the warm-up fits in, click here.
Play of the Day
For the huddle in this lesson, I like to talk about Bronze Problems 2, 3, & 4 together. I talk about the fact that the parallel lines are now vertical... does that change what happens? (no) But it is interesting to see what happens when we switch the orientation, and how it pushes kids to be precise with their assignment of the names of corresponding angles. Because it is the first day working with parallel lines, I make a HUGE deal out of pushing the vocabulary of alternate interior, alternate exterior, etc.
Get creative! :)
Sometimes, prior to dismissing kids at the end of class, I ask them to imagine two parallel lines and a transversal in the classroom. Then I say "Jeffrey and the kid who is his alternate interior angle may dismiss" etc. Lots of fun!