Common Core Investigation 4 Geometry Topics 4 3 2 1 0 In addition to level 30 and above and beyond what was taught in class I may Make connection with realworld situations Make connection with other concepts in math ID: 736598
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Slide1
Parallel Lines & Transversals
Common Core Investigation 4: Geometry TopicsSlide2
4
3
2
10In addition to level 3.0 and above and beyond what was taught in class, I may:Make connection with real-world situationsMake connection with other concepts in mathMake connection with other content areas. I understand and use informal arguments to prove congruency and similarity using physical models, transparencies or geometry software.understand the relationship between the measure of an exterior angle and the other angles of a trianglefind and prove the measure of a missing angle of a triangleexplain the relationship of the angles formed when parallel lines are cut by a transversaluse vocabulary associated with parallel lines cut by a transversalinformally prove similarity of trianglesI understand congruency and similarity using physical models, transparencies or geometry software.construct trianglesfind the measure of a missing angle in trianglefind missing angles of parallel lines cut by a transversal With help from theteacher, I have partial successwith the unit content.Even with help, I have no success with the unit content.
Learning Goal 3(8.G.A.5):
The student will understand and use informal arguments to prove congruency and similarity using physical models, transparencies or geometry software.Slide3
Definitions:
Parallel Lines: Two lines that never intersect.Transversal: A line that intersects two or more lines.
When parallel lines are intersected by a transversal,
many angles are formed.They can be acute, obtuse, or have a special relationships between pairs.Tell your neighbor the difference between acute and obtuse angles.Slide4
The Scenario
The Riverside students have been invited to purpose designs for a small park on a rectangular plot of land next to the school.The plot has parallel paths crossing it.Slide5
A New Path
Juan, Marsha, and Cora decide to include in their design a new path that connects different parts of the park.The path will be diagonal and cross the existing two paths.Here are some options they are considering:
Option #1
12345678They numbered the angles in their design.Slide6
More Options:
Option #1
1
2345678Option #2
1
2
3
4
5
6
7
8
How does
1 change in relation to
2 as the new path moves?
Name another pair of angles with the same relationship.
Option #3
1
2
3
4
5
6
7
8
When the path is moved, how does this affect the relationship between
1 and
4?
Name another pair of angles with the same relationship.
Describe the relationship between
1 and 8.
Describe the relationship between 1 and 5.Slide7
Your Turn:
Supplies:
Activity Sheet: Parallel Lines & Transversals Ruler Protractor Pencil