L6+Lambert,Joshua+Blaine


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name: Mr. Lambert**
 * Date of Lesson: 6 Application**
 * Grade Level: 8**
 * Topic: Angle Properites of Parallel Lines**

__**Objectives**__
Students will understand that angle properties of parallel lines can be used to solve math problems. Students will know transversals create equal angles in parallel lines. They will also know that two consecutive angles on a line add up to 180 degrees. Students will be able to solve for unknown angles given one angle and parallel lines.

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics - C. Geometry Geometric Figures Grade 8 2 Students know and use angle properties of parallel lines to solve problems and determine geometric relationships.
 * Rationale:** Given a geometric figure with parallel lines, students will be able to solve for missing angles.

__**Assessment**__
Students will peer assess their understanding of transversals and the angles they create in parallel lines during the partner exercise. As the partner exercise is going on I will ask the class to raise their thumb up when the partners feel comfortable with the angles created.
 * Formative (Assessment for Learning)**

A rubruc will be used to evaluate the Google SketchUp product that will be assigned at the end of this class. Students will be aware of what they need to do in order to recieve the best grade possible.
 * Summative (Assessment of Learning)**

__**Integration**__ Technology: We will be using Google SketchUp to create some geomtric figures with parallel lines and measure the angles. The options to use 3 dimensional shapes will allow all students to push themselves and really get deep into the concepts.

Science: The step by step graphic organizer will closely mirror a science experiment that will show the students how to get angles from a transversal through parallel lines.

__Groupings__
The students will work in partners during this class. When the students walk in I will have them all take a card with an animal on it. There will be two of each animal. When the time to break into partners comes, we will simply match animals. We will also be in two teams during the missing angle game that will be played at the beginning of class. I will split the class down the middle to form the teams.

__**Differentiated Instruction**__ Intrapersonal: These learners will be able to use their own ideas about angles in parallel lines in their google sketchup figure. Interpersonal: These students will benefit from the partner activity to solidify concepts of angles in parallel lines. Verbal: These learners will benefit by working with a partner to solidify concepts of angles in parallel lines. Logical: These students will benefit from seeing the steps to find angle measures on the step by step graphic organizer. Visual: These students will benefit from seeing the steps to find angle measures on the step by step graphic organizer. Kinesthetic: These student will get to move around a little during the partner exercise to help them solidify concepts of angles in parallel lines.
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

If you are absent during this class it is up to you to meet with me so I can explain the steps of the step by step graphic organizer. This can be done before school, after school, or during a mutual learning lab. I will also show you the basics of Google SketchUp and you will be able to perform your assignment for this lesson.
 * Absent**

Technology: We will be using Google SketchUp to create some geomtric figures with parallel lines and measure the angles. The options to use 3 dimensional shapes will allow all students to push themselves and really get deep into the concepts.
 * Extensions**

__**Materials, Resources and Technology**__
Step by Step Graphic Organizer Cards with animals on them Rubric Smartboard Example problems to ask during the start of the partner exercise Protractors

__Source for Lesson Plan and Research__
Step by Step Graphic Organizer: [] This website offers a variety of graphic organizers teachers can use to help their students understand concepts. Partner Cooperative Review: [] This website has some ideas for cooperative learning group activities. The method used in this lesson is the partner review. Students will work in groups of two to explore the steps taken to determine angle properties of parallel lines. Geometry Text Book: //Geometry: Concepts and Applications,// Glencoe Mathematics, McGraw Hill. [|www.geomconcepts.com]. This is the text book being used by Mt. Blue High School geometry CPI class.

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** This lesson will allow the beach ball learners to be creative and create their own problems using different mediums. In the partner exercise they can ues paper and pencil to draw their own lines that they need to measure the angles of. They will then get a chance to do the same thing with Google SketchUP. The clipboard learners will benefit from seeing the step by step graphic organizer lay out all the steps involved when solving for missing angles in geomotric figures. It will allow them to see exactly what they need to do to come to the correct answer. The microscope learners will be able to focus on details and concepts during the partner exercise and the Google SketchUp project. They can apply what they learned from the graphic organizer and see how the steps provide information. The puppy learners will benefit from working in a stress free partnership. The groups will be creating their own shapes so there is no pressure to get the same answer as anyone else.

After this lesson students will know transversals create equal angles in parallel lines. They will also know that two consecutive angles on a line add up to 180 degrees.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** See Content notes.

Intrapersonal: These learners will be able to use their own ideas about angles in parallel lines in their google sketchup figure. Interpersonal: These students will benefit from the partner activity to solidify concepts of angles in parallel lines. Verbal: These learners will benefit by working with a partner to solidify concepts of angles in parallel lines. Logical: These students will benefit from seeing the steps to find angle measures on the step by step graphic organizer. Visual: These students will benefit from seeing the steps to find angle measures on the step by step graphic organizer. Kinesthetic: These student will get to move around a little during the partner exercise to help them solidify concepts of angles in parallel lines. Technology: We will be using Google SketchUp to create some geomtric figures with parallel lines and measure the angles. The options to use 3 dimensional shapes will allow all students to push themselves and really get deep into the concepts.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** Students will peer assess their understanding of transversals and the angles they create in parallel lines during the partner exercise. As the partner exercise is going on I will ask the class to raise their thumb up when the partners feel comfortable with the angles created. A rubruc will be used to evaluate the Google SketchUp product that will be assigned at the end of this class. Students will be aware of what they need to do in order to recieve the best grade possible.

__Teaching and Learning Sequence__
The class will be set up in small groups of four desks. When the partner exercise starts the students will arrange the desks into pairs. (5 minutes) Alien missing angle game (15 minutes) Step by step graphic organizer (20 minutes) Partner exercise to practice the steps from the graphic organizer (5 minutes) I will go over the rubric that will be used to grade their Google SketchUp shapes and measures (10 minutes) I will show the class how to use the basic tools in SketchUp so they can create their own shapes with parallel lines. (25 minutes) Students will work on their SketchUp product.

As students are walking into the room I will have them draw a card from the deck. This will act as their partner forming activity. When class begins I will divide the room into two halves and we will play the Alien Missing Angle game on the smartboard. The teams will take turns trying to determine which angle measure will end up hitting the alien. We will then complete the step by step graphic organizer. This will show them all the steps you take when you are solving for angles created when a transversal intersects parallel lines. Students will understand that angle properties of parallel lines can be used to solve math prolems, given a geometric figure with parallel lines, students will be able to solve for missing angles. After we complete the graphic organizer the students will find the person that has their matching animal and break into partners. During the partner exercise I will start by asking some questions that the students will have to solve together. Then they will create their own parallel lines that are intersected by a transversal and solve for the angles created. They will use a protractor to find one angle measure and solve for the rest using what they have learned about angle measures of parallel lines.

The students will be peer assesing during the partner exercise to make sure both members of the group fully understand what they need to do to find missing angle measures in parallel lines. I will be circulating the room after I ask the initial questions to gauge where the students are at with the material. I will stop in with every partnership and ask some probing questions to ensure they are grasping the ideas of the angles created when a transversal intersect parallel lines. By the end of the graphic organizer and the partner exercise there should be no doubt in my mind that all students can complete the required task and achieve the grade they desire from the rubric.

I will hand out the rubric and make sure everyone understands what is being asked of them during the Google SketchUp project. They are to create some geometric shapes and use the protractor tool to measure one angle. After that they should solve for all the other missing angles using what they have learned. They will have a printout of their SketchUp figure with notes showing their angle measures and the work they did to attain their answer.


 * Content Notes**

Step by Step Graphic Organizer Rubric for Google SketchUp
 * Handouts**