`Singleton, Earl M. III          Daniel Hale Williams School     Objectives 1) Students will be able to identify the names of angles formed when parallel lines are intersected by a transversal. 2) Students will be able to identify the measurement of angles formed when parallel lines are intersected by a transversal. Equipment and Materials Overhead Projectorr  One plastic overlayy  Three transparenciess Materials:  Crayonss  Four page worksheett Recommended Strategies:Pass out the four page worksheet which contains the vocabulary and three other pages with parallel lines intersected by a transversal.  Begin the lesson by showing the parallel lines on the overhead projector.  "What are these lines?"  "What are other examples of parallel lines in this room?"  Have a student define parallel lines.  Next, show the illustration of the parallel lines intersected by a transversal on the overhead projector.  "What is created when a transversal intersects the parallel line?" -- angles. Have the class turn to the second sheet and identify adjacent, supplementary, and straight angles -- all of which equal 180 degrees.  Have them color code the straight angle green and place a green arch over the straight angle to illustrate a semicircle.  Call on two students to come up.  Position them side by side, and ask the class the following question:  What would you call neighbors who, lived right next to each other on the same side of the street?  They would be next door neighbors and in math we call them adjacent angles.  They share a common ray and vertex. Next, have the class turn to the third page of the worksheet and label the top of the page corresponding angles.  Begin to identify congruent corresponding angles and color code each pair of corresponding angles a different color.  They will have four different pairs of corresponding angles -- each pair having a different color. Proceed to the fourth page and have the class label this page alternate exterior and alternate interior angles.  Again, have them color code each pair of angles.  Solicit the definition of interior and exterior.  Place a group of students in a circle and put one person in the middle of the circle.  The teacher should stand outside of the circle.  Ask questions about the relationship of the teacher to the person on the inside of the circle.  This activity will help reinforce the concept of interior/exterior relationship.  In order to further develop the concept of alternate, have the person on the inside of the circle alternate jumping up and down with the teacher.  Go to the board to illustrate alternate exterior and interior angles.  Lead them to discover that they are alternate exterior angles because they are on the opposite side of the transversal and on the outside of the parallel lines.  Continue by demonstrating that alternate interior angles are on the inside of the parallel lines and on alternate sides of the transversal. After reviewing all the terms, assign a measurement to one of the angles and have the class determine the measurement of the other angles and justify their answer. `