Date: ​ March 4, 2018 ​ Teacher’s Name: ​Cassandra Rubino

Subject: ​Geometry ​ Grade level:​ 10th

Unit: ​Unknown Angles ​ Length of lesson: ​45 minutes
Central Focus:​ Students explore the relationship between angles in triangles and how that may
be used to solve for unknown angles. Students demonstrate ​conceptual understanding​ of
angles by participating in group discussions, using during reading strategies, and using visual
models such as diagrams and drawings to represent angles. Students demonstrate ​procedural
fluency​ by using protractors to measure angles, analyzing angle relationships, and applying
strategies to find unknown angles. Students demonstrate ​mathematical reasoning and problem
solving skills​ by discussing, analyzing, and comparing methods to solve for unknown angles.
Students represent angle diagrams symbolically by writing equations with variables and solving
for unknown angles.
Lesson Title​: Solve for Unknown Angles-​ ​Triangles
For unit​, Lesson 3 out of 5​:
Essential Question(s)​: depends on type of lesson/unit; stimulates thinking and inquiry
How can we use angle relationships to solve for unknown angles involving triangles?
How can we use the during reading comprehension strategy of Monitoring / clarifying (KWDL) to
help us understand and apply informational text in order to solve for unknown angle problems?
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.RST.9-10.4​. Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 9–10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.5. Analyze the structure of the relationships among concepts
in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
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, and the definition of the following angles: adjacent,
supplementary, vertical, corresponding, alternate interior / exterior, same side interior.
 Learning Objectives​: describes learning Assessments​: Ways of evaluating each
outcomes attained during class that are clear learning objective
and measurable (Use action verbs)
Students will:
-Apply a during reading comprehension
monitoring /clarifying strategy in order to - KWDL Chart
develop a deeper understanding of the
informational text.
-Teacher observation of angle
-Construct triangles in order to measure constructions and protractor use
angles using a protractor and discover the
measure of an exterior angle from the two
opposite interior angles of a triangle.
-Triangle Word Problem
-Analyze the relationship among concepts in
the informational text in order to explain the
connection between supplementary angles
and the exterior angle theorem. -Homework Problems

-Recognize angle relationships in triangles in

order to solve for unknown angle equations. -Reflection Paragraph on advantages of
using monitoring /clarifying strategies​.

Differentiation: ​Adapt or modify instruction, materials, and/or environment to meet specific

characteristics and special needs of students (ELL, gifted learners, students with disabilities)
ELLs and struggling readers will work in small groups using the Guided Imagery strategy to help
them activate prior knowledge. They will listen as the teacher reads the text and then discuss
mental images they created to help them understand how to solve the problem. A Visualizing
reading comprehension strategy allows students to respond through alternative modes such as
sketching to accommodate their different learning styles. These students benefit from using
pictures to help them focus on learning.​ Pre-teaching these students may be beneficial so they
have background knowledge. These students will also be offered supports such as vocabulary
list, graphic organizers, illustrations, charts, highlighted notes and videos. (Refer to Materials)
Gifted learners will have the option of using the Paired Questioning strategy. They will work with
partners and take turns asking questions and responding. They can use the ideas they generate
from this Self-questioning reading comprehension strategy to interact with peers and research
various sources on the internet to create a project related to the topic. ​These students will also
be offered challenging problems using an interactive app such as Geogebra online graphing
calculator.
Academic Language: ​Provide components of language students need to learn / use in specific
content areas. Teachers need to consider: vocabulary, language functions (analyze, interpret,
argue, compare, identify), syntax (sentences, graphs, tables), discourse (oral/written language).
Vocabulary: Triangle, interior / exterior angles, exterior-angle theorem, opposite interior angles
Language functions: Apply, develop, construct, measure, discover, analyze, explain, recognize,
solve, compare, explore, recall
Syntax: Use diagram to determine strategy and calculate measure of angle
Discourse: Discuss results with partner and explain solution to class
Procedure:
Anticipatory Set ​(hook, motivation, etc. to engage students)
a. Activation of prior knowledge
ENGAGE​:​ ​Discussion: Students recall facts about triangles such as exterior and interior angles,
sum of angles in a triangle equals 180 degrees, and supplementary angles equal 180 degrees.
Students review examples explaining triangle-sum theorem and supplementary angles. Then
students will be presented with the text (Triangle Word Problem) and the teacher will explain
this text structure follows a description pattern which explains the topic in detail by listing related
features, characteristics, facts, examples. Text also follows a problem solution pattern by
providing a problem which requires several steps to produce a solution.(Refer to Assessments)

Next, teacher will explain Monitoring / clarifying is a reading comprehension strategy involving
asking, “Does this make sense?” and adapting strategic processes to make the message clear
such as rereading more slowly or examining a word more closely to clarify meaning. One way to
teach this strategy is KWL (“What do I know?” “What do I want to know?” and “What have I
learned?”) KWL supports reading strategies of self-questioning, monitoring, and summarizing.
The teacher explains that students will be using a version of KWL that includes an additional
step and that the purpose of KWDL is to activate prior knowledge, set purposes for reading and
confirm, revise, and expand original understandings. In order to help students read the text, the
teacher will provide them with a KWDL chart and review each section so they understand what
information is necessary to complete it. (Refer to Assessments)
KWDL (“What I know,” “What I want to know,” “What I did,” and “What I learned”)
After that, students will fill out ONLY the first two columns of the KWDL Chart while reading the
text with a partner. Students will write what they know (ex:information given in text) and what
they want to know (solution or information needed to solve problem). Students will revisit KWDL
chart to complete the last two columns during EXTEND phase AFTER they solved the problem.

EXPLORE​:​ Students work with ​partners​ ​to investigate the relationship between the exterior
angle of a triangle and the two opposite interior angles (non-adjacent angles). Based on what
they already know about the sum of angles in a triangle and measure of supplementary angles,
students will make predictions about the exterior angle measure by creating If-Then statements:
Ex: “If a line is extended from the base of a triangle, then the outside angle formed is equal to
the sum of the two opposite inside angles.”
Students will construct triangles and measure angles with a protractor to test their predictions.
Step1​. Construct line segment AB.​ ​Put point C not on segment AB.​ ​Construct segment AC and
BC. Put point D on segment AB outside triangle​. ​Find the measure of < BCA, < BAC, < DBC.

What connection do students see between the 3 angle measurements? (<DBC= <BAC+< BCA)
Calculate the measure of <BCA +<BAC. What do students notice about their calculation vs.
their angle measurements? (Sum of two opposite angles equals the measure of exterior angle.)
Step2.​ Students repeat this several times with different triangle diagrams and compare and
contrast their results with other groups. What do students notice? Is their conclusion consistent?
(The sum of two opposite angles equals the measure of the exterior angle.)
Teacher and students discuss the results as a class to clear up any misconceptions and ensure
understanding. Students should notice the sum of the opposite angles equals the exterior angle
for any triangle. Students have discovered the Exterior Angle Theorem. <1+ <2 = <4

Step3​. What is the relationship between < 3 and < 4? (Angle 3 and Angle 4 are supplementary.)
How does this relationship explain the exterior-angle theorem?
Since < 3 + < 4 = 180 and < 1 + < 2 + < 3 = 180, then < 4 = <1 + < 2.
Initial Phase​ Instruction​ ​(direct or indirect)
EXPLAIN​: As a class, students will discuss the results and explain the theorem in their own
words to ensure understanding and avoid misconceptions. Students will then write the theorem
in their notebook.
Exterior- angle theorem​: the measure of each exterior angle of a triangle equals the sum of the
measures of its two opposite interior angles.
***Then students watch a​ ​video to reinforce concepts they learned in the lesson.
Find Unknown Angles in a Triangle | Problem Solving Using Geometric Relationships (2:01 min)
https://www.youtube.com/watch?v=q8kXXv4o9v0
Middle Phase ​ Practice (guided, independent)
EXTEND​: ​Students will now use the new information they learned to work collaboratively with a
partner to solve the Triangle Word Problem. After solving the problem by finding the unknown
angle, students will revisit the KWDL chart to complete the last two columns to demonstrate
“what they did” and “what they learned.” Students exchange their chart with other groups to
compare and contrast their steps and solutions with each other. Students discuss their work as
a class to clarify any misconceptions. Students should reflect on their responses from the “K”
column and compare it to the “L” column in order to see the progress of their understanding.
Concluding Phase
a. Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
Teacher will conclude with a reference to the next day’s lesson so students know what to
expect. ​Then students will write a one paragraph reflection in their notebook describing how a
during reading comprehension Monitoring / clarifying strategy (KWDL) helped them understand
and remember the informational text. Then they will explain how they can use this strategy in
other classes or outside the classroom in other areas of their life.
Follow up: ​What comes next to reinforce the lesson (HW or supplemental instruction)
Students complete HW Problems to reinforce concepts learned in class(Refer to Assessments)
Materials: ​(items, technology, etc.) Protractors, whiteboard, markers, pencils, notebooks,
Videos and Websites for Extra Review, Homework Problems, Guided Notes, KWDL Chart
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.