|Lesson Plan ID:
This lesson is designed to get your students moving! The lesson focuses primarily on transversals and angles. Students will be able to identify and relate some angles to cheer moves.
This is a College- and Career-Ready Standards showcase lesson plan.
|MA2013(9-12) Geometry||12. Make formal geometric constructions with a variety of tools and methods such as compass and straightedge, string, reflective devices, paper folding, and dynamic geometric software. Constructions include copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. [G-CO12] |
|MA2013(9-12) Geometry||41. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost, working with typographic grid systems based on ratios).* [G-MG3] |
|ELA2013(10) ||35. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5] |
Mathematical Practice Standards
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
Use visualization, spatial reasoning, and geometric modeling to solve problems.
Use geometric models to gain insights into, and answer questions in, other areas of mathematics.
|Primary Learning Objective(s):
Students will be able to illustrate and explain the characteristics of a transversal and its angles. They will be able to model problem situations. They will also be able to perform operations on transversals and its angles.
|Additional Learning Objective(s):
Students will be able to relate human angles to a real-world situation (cheerleaders) and compare the difference between cheering and possible other sports.
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
Paper or Index cards, Pencil
|Technology Resources Needed:
Digital camera, Computer/Laptop/iPad/Tablet, digital projector
Teacher may want to use the gym to have enough room to move around or place desks along the walls of the classroom. Prepare the space free of clutter. If students are unable to participate, collaborate with your Physical Education Teacher and schedule time for your students to come in and observe students in their P.E. class to gather the information needed. Also, group your students into 3-4 groups of 6-8 according to class size.
Students should already have prior knowledge of the different types of angles that are formed when cut by a transversal.
BEFORE: Think-Pair-Share or Entrance Slip
1. Have students to think about transversal, corresponding angles, alternate interior angles, alternate exterior angles, and vertical angles. (These words should be on your word wall.)
2. Then have students to pair with an “elbow” partner to give at least one characteristic of two different words.
3. Lastly, the teacher will then call on 2-4 partners to share their characteristics. If any new terminology or characteristics are shared, please have students to record it.
DURING: Collaborative Groups
1. If you are in your gym, start your lesson there. If you are in your classroom, continue by letting the students know that they will be an angle. Explain to students that they should have a set of parallel lines and a transversal.
2. Students will then be able to stand or sit with their legs folded in the corner of the transversal line and be identified accordingly.
3. Students should also be able to give the calculations with the given situation that Angle 1 = 98 degrees. (This number can be changed as often as you like.) Have students take pictures of each type of angle. Students will then be able to create a storyboard or slideshow (Animoto may be used for storyboard) of starting from the beginning of the process to the end. (Click on rubric link)
AFTER: Think-Pair-Share/Exit Slip
1. Have students think about how what they created relates to a cheerleader and the movements or angles that are made. Have them to share their ideas.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Formative assessment is going on while students are engaged in pairs/groups and from the rubric.
Formative assessment of homework assignment for students should be to write and explain how angles and cheerleaders or any athlete are related.
This lesson may be extended into an Anatomy class to further discuss the types of angles that are made when athletes are hurt by extending muscles and/or tendons too far.
Some students may need a demonstration first before starting. Show students an example of a transversal and two parallel lines. Identify the type of angles again.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: