Introduction to Parallel Lines Cut by a Transversal

Topic: Parallel lines cut by a transversal is often a topic in which eighth grade students have a difficult time completely understanding. In general, the concept of parallel lines being cut by a transversal is easily understood by most students. However, identifying interior angles versus exterior angles and their relationship to one another proves to be difficult for many students. This lesson will introduce students to the concept of the interior and exterior areas formed by parallel lines. Students will also be introduced to the term transversal. At individual computers, students will use SMART Notebook technology to create a set of parallel lines cut by a transversal. In exploring this diagram, students will identify the four interior angles and exterior angles formed when two parallel lines are cut by a transversal.

General Objective: SMART Notebook is a program that can allow students to interact with diagrams in a way that is fun and hands-on. Through step-by-step directions, students will create their own diagrams of parallel lines cut by a transversal. Using the SMART Notebook Tools, the students will be able to identify the interior and exterior sections of the parallel lines by coloring each section with a different color. Students will also use the Tools to label acute interior angles, acute exterior angles, obtuse interior angles, as well as obtuse exterior angles. By using the SMART Notebook technology, the students are able to easily create their own unique diagrams and participate in exploring and identifying the various components of the diagrams on their own. By sitting next to partners, students can offer assistance to one another as well as display their own work and show one-another their unique spin on the topic.

Specific Objectives: As a result of this activity, the students will:
1. Define the following terms: parallel lines, transversal, interior, exterior, interior angles: acute, obtuse, exterior angles: acute, obtuse.
2. Create a diagram of parallel lines cut by a transversal
3. Identify the interior and exterior sections of parallel lines by color
4. Identify and label interior and exterior angles formed when parallel lines are cut by a transversal.

Materials:
· Computer Lab with enough computers for each student.
· SMART Notebook software installed on each computer
· One teacher computer hooked up to an LCD projector
· Projector screen / SMART Board
· SMART Notebook software installed on the teacher's computer.
· Introduction to Parallel Lines Cut by a Transversal SMART Notebook file.
· Shared drive where the SMART Notebook file can be stored for student access.

Instructional Sequence:
Introduction: To begin the class, the teacher will ask the students to turn to their partners and discuss the definition of the word parallel. After a minute or two, students will be called on to offer their own definitions of parallel to the class. Following this, all of the students should be asked to picture a set of parallel lines in their mind. The teacher should use this activity as a segway into explaining why the students are working on the computers for this class period. The teacher should explain to the students that they will be using the SMART Notebook program to create their own diagram of parallel lines and they will “cut” those parallel lines by a third line called a transversal.

Focusing Activity: The teacher will then instruct the students on how to use the various functions and features of SMART Notebook. The students will be shown how to open the program and use the features that will be a part of this lesson. The students should then be instructed to load the file that has been previously saved to their shared drive. The students will then be instructed to follow the directions and steps on the file to complete the lesson activity.

Activity: ( If necessary, teacher can model this activity by using the LCD projector and screen or SMART Board)
1. Upon loading the file, the students will be prompted to follow six steps for creating a diagram of parallel lines cut by a transversal. Each “step” can be found in the form of a pull tab that students can pull on and expose at their own pace.
2. Step 1 will instruct the students to use the “line tool” to make a pair of horizontal parallel lines.
3. Step 2 will instruct the students to use the “highlighter tool” to label the interior and exterior sections formed by the parallel lines. Interior will be colored yellow, while exterior will be colored green.
4. In Step 3, the students will draw a third line to “clearly” intersect the two parallel lines.
5. Students will label this third line as the “TRANSVERSAL” in Step 4. They can use either the “text box tool” or the “pen” for labeling.
6. Using either tool for labeling, Step 5 instructs the students to number the eight angles formed from intersecting the parallel lines by the transversal. The angles will be labeled 1 – 8.
7. Step 6 instructs the students to drag the appropriate angle label to the proper angle on the diagram. The students will pick from the following labels: Exterior Obtuse, Exterior Acute, Interior Obtuse, Interior Acute. The labels were creating the “Infinite Clone” feature so the students will be able to choose the labels more than once.
8. After completing the six steps, students can check their work by pulling the answer “Key” tab. The students should also be encouraged to check one another's work and offer suggestions when necessary.
9. During this entire activity, the teacher should walk about the room ensuring the students are understanding the lesson and are actively engaged.

Closure: After students check their work and confer with one another, the teacher will review the answer key on the screen with the class. He / She will be sure to focus on reinforcing the vocabulary with the class and will ask students to explain what they learned as a result of the lesson. Students will also, be instructed to save their files in order to be printed. Upon printing, the teacher will be able to quickly assess how each student did when working on this activity. The printed notes should be returned to each student.

Assessment: Students will be given homework that will be handed in the following day for assessment. The homework is designed to reinforce the day’s class work. If students struggle on the homework, the teacher will be made aware of misunderstandings, and shortcomings of the lesson taught. When “weak” areas are identified on the homework, the teacher can address the areas during the next available class period.