Name: Andrea Sisk

Name: Andrea Sisk Students will actively participate in guided and independent practice, “Do activities, Now” –  “Do Now” – Collins Type 1 and group work. Students will Writing – In 5 lines describe Date: 10-20-14 Also, students will demonstrate adequate understanding via variouscomplete quizzes, the what you know about parallel writing assignment, and an end-of-chapter test. Chapter 3 and perpendicular lines. WOODLAND HILLS SECONDARY Vocabulary  “Mini Lesson” – Parallel Lines LESSON PLANS Chart. and Transversals 3.1 Day 1  “Mini Lesson” –  “Guided Practice” – Identify Content Area: Geometry Materials and Resources: N/A the relationships between two Textbook and notes P  “Guided lines and two planes. Name Length of Lesson: 16 days r Practice” – N/A angles formed by a pair of lines o  “Independent and a transversal. c Instructional Procedures*: Practice” –  “Independent Practice” – Monday Tuesday e Lesson Topic (Modules, if applicable): d Students will Students will identify Date: 10/20 Day: Date: 10/21 u work in groups to relationships between lines and Parallel and Perpendicular Lines B r complete planes, identify transversals, e Chapter 3 Word and identify angle relationships. s Wall  “Formative Assessment” –  “Formative Observe students during “Do Assessment” – Now” and “Independent Observe students Practice” during “Do Now” Student Objectives (Competencies/Outcomes): and “Independent 1.Identify the relationships between two lines or two Practice” planes 2.Name angles formed by a pair of lines and a A No homework (3-1) Parallel Lines and transversal s Transversals –Day 1 Page 129 – 3.Use the properties of parallel lines to determine si g 130 # 22 – 46 even congruent angles n 4.Use algebra to find angle measures m 5.Recognize angle conditions that occur with parallel e lines. n 6.Prove that two lines are parallel based on a given t s angle relationships. *Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections Performance Task: