8th Grade Math

Transversal and Parallel Lines

50 minute period

OBJECTIVE

•    The students will label and define geometrical lines and angles

MATERIALS

•    Pencils

•    Paper

•    Whiteboard

•    Dry Erase Markers

•    Masking Tape

•    Construction Paper

•    Markers

•    Notesheets

•    Worksheets

SET

•    Teacher draws a basic map on the board of some parallel and perpendicular streets. She puts an X on the board and claims a student is standing there, lost. Someone walks up, and the student asks “do you know how to get to Wendys?” The person says, “its parallel to us, one block north.” Which street is he talking about, and what does he mean by parallel?

PROCEDURE

•    BELLRINGER:  Draw the following angles as you see them on the board, and write down whether they are acute, obtuse, straight, or right.

•    SET

•    Teacher will pass out notes to students, and students will read aloud and discuss the different terms defined.

•    Teacher will have students build, with masking tape on the wall, a pair of parallel lines, and a transverse line. The students will then label, with construction paper, the different angles.

•    The teacher will post up a value, in degrees, of the different angles, and the students will write, on a poster, which angles are acute, obtuse, straight, right, complementary, and supplementary.

•    The poster will be hung next to the wall creation.

•    Students will begin on worksheet, silently.

CLOSURE

•    Teacher will ask students to give an example of parallel lines in the classroom, and a transversal line in the classroom.

•    Teacher will ask students to point to a vertex on their desk and will ask whether they think the angle is right, straight, acute, or obtuse.

ASSESSMENT

•    The teacher will observe (M) students while they are building transverse and parallel lines, and labeling the different types of angles on the wall (C). The teacher will take anecdotal notes in teacher notebook (D).

•    The teacher will collect and grade (M) the worksheets demonstrating a students’ ability to define the different terms for lines and angles (C). The grade will be recorded in the grade book (D).

SUBMITTED BY: Davenport/Taylor