Name of Lesson: Finding Patterns with Linear Pair Angles and Vertical Angles

Aligns with Discovering Geometry Section 2.5 Grade Level: 9-11 Subject: Geometry Prepared by: Angie Kruzich Overview and Purpose: Students will develop patterns in groups using TI-Nspires with wireless capability and write conjectures for linear pair angles and vertical angles. Educational Standards: Washington State Item Spec Standard G.2.B: Know, prove, and apply theorems about angles, including angles that arise from parallel lines intersected by a transversal. Objectives:

At the end of this lesson, you will be able to: (Application Level) experiment with the ability to create documents on the wireless TINspires by creating geometry documents, then drawing lines, points, labeling and measuring angles and by creating several notes pages. (Evaluation Level) convince your group what the formulas are for linear pair angles and vertical angles. (Synthesis Level) design the conjectures for the sum formula of a linear pair of angles and for vertical angles with your group. (Knowledge Level) identify the formulas for a linear pair of angles and vertical angles in the future as recollection is needed. (Analysis Level) calculate the measure of missing angles in a linear pair and/or a vertical pair situation. (Synthesis Level) assemble other given information to formulate the measures of missing angles in more complex situations that require algebra.
Materials Needed: TI-Nspires (one per student) Task Cards (one for every two students) Pencils and a Geometry Conjecture Notebook to record final results Other Resources: (websites, videos, books, etc.) You could create a previously prepared Nspire document with instructions instead of the task cards. TI-Navigator which allows you to see thumbnails of all student work. You can enlarge one students results from various groups to share with the class. You can also send documents wirelessly and retrieve documents wirelessly. Information: If this is students first time experience with the TI-Nspire, then a quick demonstration by the teacher may be necessary to show students how to get into the documents option on the calculator.

Verification:

1. When groups think they have the correct conjectures, go to the group and have them
take an informal group shuffle quiz. Pick one calculator randomly, then choose someone else in the group to explain the linear pair results. Then choose a different person for the vertical angle results. Using this technique from Complex Instruction, helps the teacher to verify the knowledge of three students very quickly. 2. Once groups have checked in with the teacher, they can continue with their prediction as indicated on the task card. 3. On the teacher computer, you can quickly see each student results of their newly created pages in the document they have made for this activity. 4. Another option, given the time, is to have each student answer some informal poll or quiz questions on the calculator created by the teacher in advance. The teacher can show or send the class a poll or quiz, give them a few minutes to calculate and enter their answers on the calculator. Then the teacher can collect back the responses and immediately know who understands the process. Activity: An independent student activity at home would reinforce the ideas learned in this lesson as well as give the student more feedback as to whether or not they grasp the ideas correctly. p. 124-127 #3-27 odds Notes This idea of a task card and formal group discovery with clearly defined roles for each student is following the guidelines of Complex Instruction. Training is organized by the University of Washington. A possible task card is attached.