## 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

# Angle Relationships Formed by Parallel Lines

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

## 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.

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80 minutes

### Jessica Uy

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