Date: ​March 27, 2018 ​ Teacher’s Name: ​Cassandra Rubino

Subject: ​Geometry​ Grade level: ​10th

Unit: ​Unknown Angles​ Length of lesson: ​45 minutes

Central Focus: ​Students will explore the geometry facts they have already learned to prove
they are true and how proving one basic fact allows the proof of the next fact. Students
demonstrate ​conceptual understanding​ of proofs by participating in group discussions, using
formative writing strategies such as Write and Sketch in Math, and visual models to represent
proofs. Students demonstrate ​procedural fluency​ by drawing and labeling diagrams and
applying their proof-writing skills to prove known facts which allows them to recognize that they
may use one fact to build to the next. Students demonstrate ​mathematical reasoning and
problem solving skills​ by discussing, analyzing, and comparing methods to write proofs.
Lesson Title​: Unknown Angle Proofs - Proofs of Known Facts
For unit​, Lesson 5 out of 5​:
Essential Question(s)​: depends on type of lesson/unit; stimulates thinking and inquiry
How can we use the geometric facts we already learned about angle relationships to write
unknown angle proofs of known facts?​ ​ ​How can we use the formative writing strategy of
Write and Sketch in Math to demonstrate our understanding of the topic in order to write
unknown angle proofs of known facts?
Learning Standards: ​NYS content standards, professional standards (CEC, NCSS etc.)
Common Core Standards​: G.CO.9 ​Prove theorems about lines and angles. Theorems include:
vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles
are congruent and corresponding angles are congruent; points on a perpendicular bisector of a
line segment are exactly those equidistant from the segment’s endpoints.
Literacy Standards​:
CCSS.ELA-LITERACY.W.9-10.2 Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA-LITERACY.RST.9-10.7. Translate quantitative or technical information expressed in
words in a text into visual form (e.g., a table or chart) and translate information expressed
visually or mathematically (e.g., in an equation) into words.
Pre-Assessment: ​Determines prerequisite skills and knowledge students have about lesson
Students already know how to use a protractor to measure angles, properties of intersecting
and parallel lines, transversal, definition of the following angles: adjacent, supplementary,
vertical, corresponding, alternate interior / exterior, same side interior, interior / exterior angles of
a triangle, exterior-angle theorem, steps in the proof writing process.
Learning Objectives​: describes learning Assessments​: Ways of evaluating each
outcomes to be attained during class that learning objective
are clear and measurable (Use action verbs)
Students will: - Write and Sketch in Math
- Apply a formative writing strategy in order
to demonstrate an understanding of the - Reflection Paragraph on benefits of using
topic. formative writing strategies

-Analyze diagrams and apply known - Triangle Angle Sum Activity

geometric facts in order to write unknown
angle proofs based on given information. - Group Proofs
 - Partner Proofs Classwork
- Draw diagrams and label parts in order to
write unknown angle proofs involving known - Proof Writing Homework
facts.
Differentiation: ​Adapt or modify instruction, materials, and/or environment to meet specific
characteristics and special needs of students (ELL, gifted learners, students with disabilities)
Write and Sketch in Math strategy allows students to demonstrate their learning according to
their diverse needs because it incorporates both drawing and writing. It allows students to make
a connection between pictures and words to express their understanding. Sketching diagrams
helps them understand and visualize what they need to solve the problem. The visual aspect of
this strategy will benefit ELLs and struggling readers while the writing aspect will allow gifted
learners to expand on their thinking. ​Gifted students will be offered more challenging proofs to
complete. ELL and struggling readers may color code statements and reasons separately in
order to show that each statement in their sequential logic is fully substantiated with a
justification.​ ​These students are also offered additional supports such as videos and are
provided with​ ​Guided Notes. (Refer to Materials 1 & 2) ​ELLs and struggling readers may work
in small groups to answer the guided questions in their Dialogue Journals. Writing responses to
the prompts provides more structure for students to communicate their ideas and helps them
better understand how to write a proof for the sum of the angles of a triangle.
Academic Language: ​Provide components of language students need to learn/use in specific
content areas. Teachers need consider: vocabulary, language functions (analyze, interpret,
argue, compare, identify), syntax (sentences, graphs, tables), discourse (oral/written language).
Vocabulary: Theorem, Proof of a mathematical statement
Language functions: Prove theorems, Analyze and draw diagrams
Syntax: Use Write and Sketch in Math method to demonstrate proof process
Discourse: Write a reflection and discuss with partner
Procedure:
Anticipatory Set ​(hook, motivation, etc. to engage students)
a. Activation of prior knowledge
ENGAGE​ – Students already know how to solve unknown angle problems. They will make
connections to this background knowledge in order to write arguments for unknown angle proofs
of​ ​known facts. Rather than focus on solving for an unknown value, students apply geometric
concepts to determine a given relationship and demonstrate steps to construct arguments that
justify and explain strategies they use to write proofs of​ ​known facts.
1.Triangle Angle Sum Activity- In order to activate prior knowledge of angles, students engage
in an activity that prepares them to construct a sum of angles of a triangle proof.The activity
allows students to make predictions, collect data, and prove their hypotheses.(Refer to
Assessment 1)
2. Review: Remind students a theorem may be stated as an IF–THEN statement. (If ​hypothesis
/given, then ​conclusion​ /prove). A proof is a sequence of deductive steps that explains how the
conclusion follows from the hypothesis. Definitions: Proof of a mathematical statement - detailed
explanation of how a statement follows logically from other statements already accepted as true.
Theorem - mathematical statement with a proof.
3. Demonstration: Students review parallel line theorems in both directions (original theorem
and its converse) to ensure they understand how to use the converse. Ask students to
demonstrate​ ​why converse holds true by having one student hold up a ruler (transversal) and
another holding two rulers, one in each hand. Ask students to show what the rulers do to test a
converse parallel line theorem. Converses help prove lines are parallel. The three parallel line
theorems each have a converse (reversing) theorem. (Refer to Materials 3) Students should
notice similarities between original theorems and their converse. Ask students to think about
when they would use converse statements (when trying to prove two lines are parallel).
4.​ ​Discussion about proving known facts:​ ​Students use facts already learned such as sum of
angles of a triangle is 180° and vertical angles are equal, to prove each successive fact. As a
class, students explore known facts and work through proofs in order to recognize that
theorems are the building blocks of geometry. Once a theorem has been proved, students add it
to their list of known or accepted background facts and use it in subsequent proofs. Explain to
students that after proving a theorem, they may use it as a step in the proof of another theorem.
Explain that drawing labeled diagrams will help them take steps to prove a statement.

EXPLORE​ –In previous lessons, students already proved Vertical Angles Theorem (vertical
angles are of equal measure) and Alternate Interior Angles Theorem(if a transversal intersects
two parallel lines, alternate interior angles are of equal measure).
1. Ask students if they can use these facts to ​prove corresponding angles are equal in
measure? ​(Refer to Assessment 2)
2. After proving the theorem, students may use any of the following three facts to ​prove interior
angles on the same side of the transversal are supplementary. ​(Refer to Assessment 2)
- Vertical angles are equal in measure.
- Alternate interior angles are equal in measure.
- Corresponding angles are equal in measure.
After proving the theorem, students add it to their list of facts to use.
- Interior angles on the same side of the transversal that intersect parallel lines sum to 180°.
3. Students will use any of these four geometry facts to ​PROVE the three interior angles of a
triangle add to 180°. ​Formative Writing Task: Teacher explains ​students will prove this
theorem​ using the formative writing strategy of Write & Sketch in Math. (Refer to Assessment 3)
4. Teacher explains this math problems/solutions method allows students to incorporate both
language and symbols to make their thinking about problem solving visible to themselves and
others. Students read or listen to a math problem and summarize it in their own words. Then
they record their thinking about how to solve the problem. Students fold or divide their paper in
half. On the left side, they draw and label a picture to show how they solved a problem. On the
right side, they use words to describe or ​explain​ how they solved or completed it.
5. Teacher explains students will use this writing strategy to ​construct an unknown angle
proof based on known geometric facts.​ In order to help them visualize the steps in the proof
and successfully ​prove a theorem​, they will ​draw and label a diagram​ to illustrate their
reasoning on the left side of their paper. Then on the right side they will ​write each step​ in the
proof and provide explanations and reasons that ​justify each step​ necessary to prove the
theorem.​ ​Students will discuss their thoughts and strategies as they share their reasoning with a
partner and clarify any questions or misunderstandings they may have.
6.This formative writing task will help the teacher assess understanding of concepts and
procedures to determine the pace and direction of the next lesson. Students will be assessed on
the following: (Refer to Rubric: Write & Sketch in Math)
-​accuracy of steps​ they list in writing the proof
-written​ explanations​ and reasoning they provide to support and ​justify​ each step
-​accuracy of diagrams and labels​ they create to support and illustrate their reasoning

Initial Phase ​ Instruction​ ​(direct or indirect)

EXPLAIN​ – Through writing and sketching, students discover how to construct proofs of known
facts using theorems they have already proved. As a class, students explain the theorems in
their own words to ensure understanding and avoid misconceptions. Then students write the
theorems in their notebook. Theorems students have proven:
- Vertical angles are equal in measure.
A transversal intersects a pair of lines. The pair of lines is parallel if and only if:
- Alternate interior angles are equal in measure.
- Corresponding angles are equal in measure.
- Interior angles on the same side of the transversal add to ​180​°.
- The sum of the degree measures of interior angles of a triangle is ​180​°.

After that, students watch a 5 minute ​video​ about an ancient Greek mathematician
Eratosthenes and how he used geometry (angle relationships, parallel lines and transversal,
alternate interior angles) to find the circumference of Earth over 2,000 years ago without any
modern technology. https://www.youtube.com/watch?v=wnElDaV4esg

Middle Phase ​ Practice (guided, independent)

EXTEND​ – Students use the new information they learned to work collaboratively with a partner
to write proofs of known facts. Teacher reminds students to draw diagrams to help them
successfully complete the Partner Proofs Classwork. (Refer to Assessment 4) Students
exchange their work with other groups to compare and contrast their solutions with each other.
Students discuss their work as a class to clarify any misconceptions.
Concluding Phase
a. Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
Teacher concludes with a reference to the next day’s lesson so students know what to expect.
Then students will write a reflection paragraph in their notebook explaining how a formative
writing strategy (Write and Sketch in Math) helped them demonstrate their understanding of the
topic and how they may use this strategy in other content areas.
Follow up: ​What comes next to reinforce the lesson (HW or supplemental instruction)
Students complete the Proof Writing Homework worksheet.(Refer to Assessment 5)

Materials: ​(items, technology, etc.)

Whiteboard, markers, pencils, notebooks, Triangle Angle Sum Activity, Write & Sketch in Math,
Group Proofs, Partner Proofs CW, Proof Writing HW, Guided Notes, Transversal Theorems &
their Converse, Videos & Websites for Extra Review, Rubric:Write & Sketch in Math

References and Resources: ​Cite (APA style) sources, texts, lesson plans used
EngageNY.org. NYS Education Department. Geometry Module 1 Topic B: Unknown Angles
https://www.engageny.org/resource/geometry-module-1-topic-b-overview
McLaughlin, M.(2014). Content Area Reading: Teaching and Learning for College and Career
Readiness. New York, NY: Pearson Education, Inc.
Triangle Angle Sum Activity (Assessment 1)
 Group Proofs (Assessment 2)

1. Prove corresponding angles are equal in measure.

In the diagram below, if given ​𝑨𝑩​̅∥𝑪𝑫​̅, how can we use our knowledge of how vertical angles
and alternate interior angles are equal in measure to prove that ​𝒙​=​𝒘​?

Statement Reason
𝒘​=​𝒛 Vertical angles are equal in measure.
𝒛​=​𝒙 Alternate interior angles are equal in measure.
𝒙​=​𝒘 Substitution

2. Prove interior angles on the same side of the transversal are supplementary.

Add necessary labels to the diagram below and then write out a proof including given facts and
a statement of what needs to be proved.

Given: ​𝑨𝑩​̅∥𝑪𝑫​̅, transversal 𝑬𝑭​.̅ Prove: 𝒎∠𝑩𝑮𝑯​+​𝒎∠𝑫𝑯𝑮​=​𝟏𝟖𝟎​°.

Statement Reason
𝑨𝑩​̅∥𝑪𝑫​̅ Given
𝒎∠𝑩𝑮𝑯​+​𝒎∠𝑨𝑮𝑯​=​𝟏𝟖𝟎​° Linear pairs form supplementary angles.
𝒎∠𝑨𝑮𝑯​=​𝒎∠𝑫𝑯𝑮 If parallel lines are cut by a transversal, then alternate interior
angles are equal in measure.
𝒎∠𝑩𝑮𝑯​+​𝒎∠𝑫𝑯𝑮​=​𝟏𝟖𝟎​° Substitution property of equality
 WRITE AND SKETCH IN MATH(Assessment 3)

Directions: Use known geometry facts to PROVE the three interior angles of a triangle add to
180°. On the left, draw and label a diagram to illustrate your reasoning. On the right, write the
steps and EXPLAIN or JUSTIFY each step necessary to prove the theorem.

Students construct a line parallel to one side of the triangle and passing through the vertex
opposite that side. Then they will add labels and write out their proof.

Problem: Prove the three interior angles of a triangle add to ​𝟏𝟖𝟎​°.

Diagram Statement / Reason (Explanation)

Draw an auxiliary line ​𝑱𝑲​ so that ​𝑱𝑲⃡ ∥ ​ 𝑩𝑪⃡.

Statement Reason
𝑱𝑲⃡ ∥​ 𝑩𝑪⃡ Construction
𝒅​+​𝒂​+​𝒆​=​𝟏𝟖𝟎​ Angles on a line sum to ​𝟏𝟖𝟎​°.
𝒅​=​𝒃 If parallel lines are cut by a transversal,
then alternate interior angles are equal in
measure.
𝒆​=​𝒄 If parallel lines are cut by a transversal,
then alternate interior angles are equal in
measure.
𝒂​+​𝒃​+​𝒄​=​𝟏𝟖𝟎​ Substitution property of equality
 RUBRIC:
WRITE AND SKETCH IN MATH

Student lists correct steps in order, provides valid reasoning and

3 explanations to justify solution, draws and labels a complete,
detailed diagram illustrating solution.

Student lists most steps correctly, provides an explanation to

2 support solution, draws and labels a partially correct diagram
illustrating solution.

Student lists steps incorrectly, does not provide a reasonable

1 explanation, draws an incorrect diagram or no diagram to
illustrate solution.
 Partner Proofs Classwork (Assessment 4)

1. In the figure above ​𝒙​=​𝒚​.

Prove that ​𝑨𝑩​̅∥𝑬𝑭​̅

Statement Reason
𝒙​=​𝒚 Given
𝑨𝑩​̅∥𝑬𝑭​̅ If two lines are cut by a transversal such that a pair of corresponding angles are
equal in measure, then the lines are parallel.

2. Construct a proof to demonstrate the following:

If two lines are perpendicular to the same line, they are parallel to each other.

(a) Draw and label a diagram

(b) state the given facts and the conjecture to be proved
(c) write a clear statement of your reasoning to justify each step.

Given: ​𝑨𝑩​ ​⊥​ ​𝑬𝑭​, ​𝑪𝑫​ ​⊥​ ​𝑬𝑭​ Prove: ​𝑨𝑩​ ​∥​ ​𝑪𝑫

Statement Reason
𝒎∠𝑨𝑮𝑯​ = ​𝟗𝟎​°; ​𝒎∠𝑪𝑯𝑭​ = ​𝟗𝟎​° Perpendicular lines form ​𝟗𝟎​° angles.
𝒎∠𝑨𝑮𝑯​ = ​𝒎∠𝑪𝑯𝑭 Transitive property (since ​𝒎∠𝑨𝑮𝑯​ = 𝟗​ 𝟎​° and ​𝒎∠𝑪𝑯𝑭​ = ​𝟗𝟎​°)
𝑨𝑩​ ​∥​ ​𝑪𝑫 If two lines are cut by transversal such that a pair of corresponding
angles are equal in measure, then the lines are parallel.
 Proof Writing Homework (Assessment 5)

1. Given: ∠𝑪 and ∠𝑫 are supplementary and 𝒎∠𝑩=𝒎∠𝑫 Prove: 𝑨𝑩∥𝑪𝑫

Statement Reason
∠𝑪 and ∠𝑫 are supplementary. Given
𝒎∠𝑪+𝒎∠𝑫=𝟏𝟖𝟎° Definition of supplementary angles
𝒎∠𝑩=𝒎∠𝑫 Given
𝒎∠𝑪+𝒎∠𝑩=𝟏𝟖𝟎° Substitution
𝑨𝑩̅̅∥𝑪𝑫̅̅ If two lines are cut by a transversal such that a pair of
Interior angles on the same side are supplementary, then
the lines are parallel.

2. A theorem states that in a plane, if a line is perpendicular to one of two parallel lines and
intersects the other, then it is perpendicular to the other of the two parallel lines.
Prove this theorem. (a) Construct and label an appropriate figure, (b) state given information
and theorem to be proven,(c) list the necessary steps to demonstrate the proof.
Given: 𝑨𝑩̅ ∥ 𝑪𝑫̅, 𝑬𝑭̅ ⊥ 𝑨𝑩̅, 𝑬𝑭 intersects 𝑪𝑫 Prove: 𝑬𝑭 ⊥ 𝑪𝑫
Statement Reason
𝑨𝑩̅ ∥ 𝑪𝑫̅, 𝑬𝑭̅ ⊥ 𝑨𝑩̅ Given
𝒎∠𝑩𝑮𝑯 = 𝟗𝟎° Definition of perpendicular lines
𝒎∠𝑩𝑮𝑯 = 𝒎∠𝑫𝑯𝑭 If parallel lines are cut by a transversal, then corresponding
angles
are equal in measure.
𝑬𝑭̅ ⊥ 𝑪𝑫̅ If two lines intersect to form a right angle, then the two lines are
Perpendicular.

3. In the diagram below, prove 𝒎∠𝒅+𝒎∠𝒆−𝒎∠𝒂=𝟏𝟖𝟎°.

Draw an auxiliary line through 𝑿 parallel to 𝑽𝑾⃡ and label the intersection of this line with 𝑼𝑽 as
𝒁. Extend 𝑾𝑿̅ and label angles as shown.
Statement Reason
𝑻𝑼⃡ ∥𝑿𝒁⃡ Given
𝑿𝒁⃡ ∥𝑽𝑾⃡ Construction
𝒎∠𝒂=𝒎∠𝒙 If parallel lines are cut by a transversal, then alternate interior angles are
equal in measure.
𝒎∠𝒚=𝒎∠𝒆−𝒎∠𝒙 Angle postulate
𝒎∠𝒚=𝒎∠𝒛 If parallel lines are cut by a transversal, then corresponding angles are
equal in measure.
𝒎∠𝒅+𝒎∠𝒛=𝟏𝟖𝟎° Linear pairs form supplementary angles.
𝒎∠𝒅+𝒎∠𝒆−𝒎∠𝒂=𝟏𝟖𝟎° Substitution property of equality
Guided Notes (Materials 1)
 Videos and Websites for Extra Review (Materials 2)

Geo L11 unknown angle proofs - proofs of known facts (20:48)

https://www.youtube.com/watch?v=EpXvTjL3BwM

GeoGebra
https://www.geogebra.org/m/uUcZDPFr

Worksheets
http://studylib.net/doc/7179751/unknown-angle-proofs

Eratosthenes and the Circumference of the Earth (4:42 min)

https://youtu.be/wnElDaV4esg
 Transversal Theorems and their Converse (Materials 3)

Original Converse

If two parallel lines are cut by a If two lines are cut by a transversal
transversal, then alternate interior such that alternate interior angles are
angles are equal in measure. equal in measure, then the lines are
parallel.

If two parallel lines are cut by a If two lines are cut by a transversal
transversal, then corresponding such that corresponding angles are
angles are equal in measure. equal in measure, then the lines are
parallel.

If two parallel lines are cut by a If two lines are cut by a transversal
transversal, then interior angles on the such that interior angles on the same
same side of the transversal add to side of the transversal add to ​𝟏𝟖𝟎​°,
𝟏𝟖𝟎​°. then the lines are parallel.