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Lesson Planning Sheet Title: Angles in Parallel Lines Learning Objectives: By the end of the lesson: All students should be able to recognise alternate and corresponding angles to be equal and interior angles to have a sum of 180 degrees. Most students should be able to calculate unknown angles in parallel lines using the alternate, interior or corresponding property. Some students should be able to calculate unknown angles in parallel lines using a combination of alternate, corresponding and interior angles. Keywords: Parallel, Alternate, Corresponding, Interior, Angle Learning Activities Starter/Introduction Throughout the introduction phase of the lesson students construct sets of diagrams to test each of the angle properties. It is important that multiple sets of parallel lines are drawn so students see the properties remain true for any pair of parallel lines not just ones which are horizontal. To identify the angles within certain properties it can be useful to associate the angle property with an identifying letter, i.e., alternate angles appear in a Z, corresponding angles appear in a F and interior angles appear in a C. Once the students have recognised the angle property have them articulate it, for example, Alternate angles appear in a Z and are equal., Interior angles appear in a C and have a sum of 180 degrees Development Once students have discovered and formalised the various angle properties the problems on the third slide are simple applications of each to calculate unknown angles. Work through the top row with the class by clearly identifying the property associated with the angles in question. The class should then be able to attempt the second row of problems independently. When feeding back solutions discuss alternative approaches that can be used for the same problem. Plenary The plenary is intended to challenge the class by having them combine multiple angle properties within a single problem. To help the class break the problem down it may be helpful to review angle properties about a line, in vertically opposite angles and in triangles. To aid assessment, have the students present their diagram and working on a mini-whiteboard. Differentiation More able: Students could combine multiple angle properties for a single problem. Students could prove algebraically the angle properties from known facts. Less Able Students may need support in defining the angle properties once they have been discovered. Resources: Geogebra Files