The College at Brockport: State University of New York
Digital Commons @Brockport
Lesson Plans CMST Institute
8-1-2006
Parallel Lines cut by a Transversal
Carrie Seitz
The College at Brockport
Follow this and additional works at: http://digitalcommons.brockport.edu/cmst_lessonplans
Part of the Physical Sciences and Mathematics Commons, and the Science and Mathematics
Education Commons
Repository Citation
Seitz, Carrie, "Parallel Lines cut by a Transversal" (2006). Lesson Plans. 13.
http://digitalcommons.brockport.edu/cmst_lessonplans/13
This Lesson Plan is brought to you for free and open access by the CMST Institute at Digital Commons @Brockport. It has been accepted for inclusion
in Lesson Plans by an authorized administrator of Digital Commons @Brockport. For more information, please contact kmyers@brockport.edu.
Parallel Lines cut by a Transversal
Lesson #3
Name: Carrie Seitz
Grade level(s)/Subject taught: 7th Grade Math
Objectives: Students willl…
• Determine angle pair relationships when given two parallel
lines cut by a transversal
State Standards:
8.G.1 Identify pairs of vertical angles as congruent
8.G.2 Identify pairs of supplementary angles
8.G.4 Determine angle pair relationships when given
two parallel lines cut by a transversal
Warm Up
We will start the class by reviewing the definitions of angles:
• acute angle - an angle whose measure is less than 90
degrees
• obtuse angle - an angle whose measure is greater than 90
degrees
• right angle - an angle whose measure is 90 degrees
and have students draw examples of each.
Mini Lesson:
I will introduce the new vocabulary :
• adjacent angles - two angles that share a ray, thereby
being directly next to each other.
• alternate exterior angles - angles located outside a set of
parallel lines and on opposite sides of the transversal.
• alternate interior angles - angles located inside a set of
parallel lines and on opposite sides of the transversal.
• transversal - A line or ray that divides other lines or rays
• vertical angles - angles that share only one point. They are
on opposite sides of the transversal.
Student work Time
I will hand out the angles worksheet and instruct the
students on how to create the parallel lines on GSP. They will then
create the transversal. I will discuss how to name angles
correctly and show them how to measure the angles. They will be
working in pairs at a computer, but each student will need to hand
in their own worksheet. The worksheet instructs the students
step by step how to complete the worksheet. They need to
measure each angle and identify congruent angles. They will be
practicing how to name an angle as well as checking their results.
Each pair of students will have a different set of angle measures
because they create them themselves. This maximizes their
effort since they cannot copy!! When the worksheets have been
completed, I will have students identify the angles that were
always congruent by posting a generic example of the lines.
After identifying the congruent angles, I will then ask students
to identify the alternate interior and exterior angles and vertical
angles. I will then discuss supplemental angles and have them
check their angle measures and identify the supplemental angles.
I expect students to have trouble with the supplemental angles
that are not consecutive angles.
Closing
To end class, I will have a “ticket out the door”. I will give
them a copy of the general example (above) and have them
identify the congruent angles. I f they can they can label the
acute and obtuse angles and the vertical angles. This will show me
how many students understood the main concept of congruent
angles formed by parallel lines cut by a transversal.
Grading Rubric
• Created lines and transversal
correctly
• Measured angles correctly 3
• Identified congruent angles
• Explination of what happens when
transversal is moved is reasonable
• Worksheet complete
• Worksheet complete
• Measured angles correctly 2
• Identified congruent angles
• Explination of what happens when
transversal is moved is not
reasonable
• Worksheet semi-complete
• Measured some angles correctly
• Did not identify congruent angles 1
• Explanations not valid
• Worksheet not complete
• No angles measured
• Did not identify congruent angles 0
• Explanations not valid or done
Comments:
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Name___________________________ Date____________
Angles Worksheet
Using Geometers Sketchpad, explore the relationships
between angles formed when two parallel lines are cut by a
transversal.
Step 1: Create two parallel line
Segments and draw a line through
Them. (see diagram).
Step 2: Measure each angle
Using the measure tool and list
Them below.
< = _____ < = _____
< = _____ < = _____
< = _____ < = _____
< = _____ < = _____
Step 4: Identify all of the congruent angles below.
< = < = <
< = < = <
Step 5: Click and drag the transversal to a new position and
measure each angle.
< = _____ < = _____
< = _____ < = _____
< = _____ < = _____
< = _____ < = _____
Step 6: Identify all of the congruent new angles below.
< = < = <
< = < = <
What can you say about what happens to the angles created by
the transversal after it is moved?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
