Thursday

Lesson Plan Format
Teacher: Jacob Joseph

Grade: 7th Grade
Content Area: Pre-Algebra
1. Content and Standards: List standards that are aligned with the content, the
text, and materials. (These should be listed with your curriculum and
standards documents.)
8.G.5
2. Prerequisites: State what students should know prior to this lesson.
Students should know how to identify similar triangles.
3. Essential Questions: List essential questions (Usually, this is in your

curriculum documents.)
How can you describe the angles formed by parallel lines and transversals? Commented [JJ1]: 3a: setting the expectation for
learning as well as explaining the content creatively
4. Materials and Equipment: List all materials and equipment to be used by the
teacher and students. Tell how they will be used to meet the objective.
Smartboard presentation that includes photos of my trip to Washington D.C.

Using this to introduce the topic allows the students to create a visual in their
head on how transversals and parallel lines relate while also giving them an
example of “math in the real world.”
5. Instructional Objective: State what students will know and be able to do at

the end of this lesson. Fill in the blanks: “Students will know the
relationships formed when a transversal intersects two parallel lines and be
able to determine the measures of the angles formed by a transversal and
parallel lines.
6. Instructional Procedures: List instructional strategies and learning Commented [JJ2]: 3c: these procedures first open with
experiences that are in alignment with the objective(s). Include information the essential question that I asked the students to keep in
mind for the lesson. We then built our way up from there
about what teaching strategies you will use to engage students. Include to the closure of the lesson to see if they were able to
information about what type of technology, manipulatives, etc. you will use understand what they learned.
to facilitate students meeting the objectives.
 Before: Give the students a few practice problems relating to setting up
and solving proportions which was the main focus of the previous
chapter; Work with their groups to identify as many parallel lines and
intersecting lines they can see in the classroom and then share with the
rest of the class
 During: Introduce the concept of transversals by talking about a duck my
friends and I ran into while in D.C. by the Lincoln Memorial. My friend and
I wanted to see who the duck liked more since it was following us for a
majority of the time we were there, so we were on opposite sides of the
reflecting pool at the memorial and we walked in the same direction to
see who the duck would follow. The duck went from my side of the pool
over to my friend. The kids were entertained, and they were now easily
familiar with transversals. Then talked about alternate interior/exterior
angles formed as well as how to find the measure of an exterior angle of a
triangle.
I gave the students some triangles with the interior angles given as well
as a single exterior angle. I gave them some time to see if they can find a Commented [JJ3]: 3b: gave the students a question and
relationship between any of the interior angles and the exterior angles. I allowed them to arrive to their own conclusion on how to
solve a problem and to support their findings
also asked once they figured out that two of the opposite sided angles
added together equals the exterior angle why that is the case.
 After: Practice problems followed by an exit ticket where they find
missing angles as well as explain why their answer was correct.
7. Assessment: Tell how you will know if all students have met the instructional
objective. What tool(s) will you use to measure if all students can meet the
objective?
Give the students an exit ticket where they have to find the angle Commented [JJ4]: 3d: used an assessment to gauge
measurements formed by two parallel lines and a transversal. They then how the students are doing while giving them immediate
feedback on how they did
have to explain their reasoning for each angle. They show me their exit ticket
before they leave and I tell them whether they’re right or wrong as well as
what to double check when they look at their work again.
8. Differentiated Instruction: Tell how you will meet the needs of all learners
during the lesson. This has to be in alignment with the objective. Look back at
the objective and think about how you can support the learners in this
lesson. Will you differentiate content, process, and/or product? Will you
make it more challenging or do you have students that need support in
meeting the objectives?
The students would find this concept easy because they touched on this topic
previously. To make this harder, I had word problems ready to give out so
the students would be left to figure out the question and use the given
information to correctly solve for the missing angles.

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Lesson Plan Format

Teacher: Jacob Joseph

2. Prerequisites: State what students should know prior to this lesson.

Students should know how to identify similar triangles.

3. Essential Questions: List essential questions (Usually, this is in your

Smartboard presentation that includes photos of my trip to Washington D.C.

5. Instructional Objective: State what students will know and be able to do at

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