Lesson Plan Template rev 1/22/18

Date: March 11, 2018 Teacher’s Name: Ms. Salvatore

Subject: Geometry Grade level: 10th
Unit: Introduction to Proofs (Unknown Angle Proofs) Length of lesson: 45 minutes

Central Focus: The purpose of this learning segment is to build upon the student’s previous knowledge
about lines and angles and to introduce students to mathematical proofs. The students will learn what a
mathematical proof is and display that they can successfully prove a theorem about lines and angles.
This lesson will serve as building block for future Geometry lessons on different types of proofs as well
as real-life uses. Proving claims with clear, accurate, and appropriate reasons is a life skill that students
will need to apply in a variety of contexts.

Lesson Title: Unknown Angle Proofs with Constructions

For unit, 5 out of 5:

Essential Question(s): How do auxiliary lines help solve for unknown angles?

Learning Standards:
CCSS.MATH.CONTENT.HSG.CO.C.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.

CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building
on others' ideas and expressing their own clearly and persuasively.

Pre-Assessment: In the previous lesson, students completed unknown angle proofs. Students
in this lesson will still be completing unknown angle proofs, but this time constructions with
auxiliary lines will be necessary.
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Learning Objectives: Assessments:

Students will write unknown angle proofs
with constructions in order to prove angles
equal in measure.
Students will sketch constructions with
auxiliary lines in order to complete the proof.
-Packet- students will be completing
unknown angle proofs with constructions
-Group Presentations- groups will
demonstrate their ability to complete
unknown angle proofs with constructions
-Homework- more practice on completing
proofs with constructions

Differentiation:
-Students will work with the peers at their table which are heterogeneous groups in the Explore
and Extend section. Groups are teacher determined.
-In student packets, the visual diagrams are provided for students to look at after they
complete the explore section. These will help ELL students, but are available for all students.
-Having students sketch possibilities for constructions with auxiliary lines challenges advanced
students to make predictions and see if they can come up with different ways to complete this
proof by coming up with more than one construction.

Academic Language: vocabulary (auxiliary line) and discourse (written language- writing
complete proofs).

Procedure:

Anticipatory Set

Engage
1. As students enter the classroom, direct them to get a packet.
2. Students complete the “Opening Exercise” on the first page of the packet. Students
will be completing an unknown angle proof.
3. Go over this proof together as a class.

Initial Phase

Explore
1. Tell students to take a few minutes to read the three short paragraphs under the
opening exercise on the first page of the packet.
2. The last two lines say “For example, in this diagram, there are at least two possibilities
for auxiliary lines. Can you spot them both?”. Students will use the Sketch to Stretch after
reading strategy.
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3. Explain to students that this strategy is a strategy they can always use AFTER reading
to clarify and represent their understanding of the text. With this strategy, students will create
a visual representation of what they read.
4. Quickly direct students attention back to the opening exercise. Once students had
extended two lines segments the problem became relatively easy. Without sketching in the
extended line segments you would not be able to solve this problem. We can see why
sketching after reading is important, helpful, and allows us to create understanding from the
text.
5. Looking back at step 2, have students sketch possible auxiliary lines that would help
solve them in the diagram. Students are exploring with the diagram and making constructions
to see how to use of auxiliary lines will help them to solve unknown angle proofs.
6. After students make sketches on their own, students should compare with the other
students at their table.
7. Complete the proof (individually or talking with peers).
8. Go to page 2 of the packet. Two possibilities for students constructions appear. Ask
the students who did something similar to the first possibility? The second possibility? Did
anyone do anything different? Did sketching before completing the proof help to solve this
problem?
9. Go over proof together.

Explain
Did sketching auxiliary lines on the diagram help us to solve this problem and the opening
exercise? How do auxiliary lines help solve for unknown angles?

Middle Phase

Extend
1. Have students complete with the peers at their table pages 3 and 4 labeled “Examples”.
There are 3 proofs for students to complete.
2. Students should discuss and complete these proofs with their peers at their table. Students
will have to decide if the use of constructions with auxiliary lines are necessary or not and
explain why.
3. After about 10-15 minutes, a different group will present their work for each of the three
problems. Other students can ask questions to the group.

Concluding Phase

Address any final questions students have. Once again ask students “How do auxiliary lines
help solve for unknown angles?”.
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Follow up: HW - Worksheet in packet labeled “Problem Set”- two proofs for students to
complete individually

Materials: white board, dry erase markers, packet, pencil, pen

References and Resources:

Engage NY, Geometry Module 1, Topic B, Lesson 10. Retrieved February 17, 2018,
from https://www.engageny.org/resource/geometry-module-1-topic-b- lesson-10