# Day 5: Parallel Lines and Transversals

Today was one of those days I wish the principal could come in and observe all the time. It started with passing back their first test. I am still not putting grades on their assessments, like in this video from Ashli Black. I write lots of feedback and then a note on the top of their test of what they did well and what they could still work on. The kids are still asking how many points I took off for each thing, but I did hear a couple good conversations between students about the problems. Next time, I may do something more like this (from Emily Steinmetz) to get the students reengaged in their work.

I then got into parallel lines cut by transversals. To explain interior and exterior, I talk about how the two parallel (or not parallel) lines are like the edges of a river and the transversal is like a bridge going over the river. This helps some students see more of why the angle pairs are named that way. I went through a few examples on paper but then I moved to giving out painters tape. We were gearing up for Dance Dance Transversal, but first had them do a little angle pair identification with a partner. I had them help me move all the desks out of the way, gave all of them three pieces of painters tape, and told them to make their two parallel lines and transversal. I modeled what I wanted it to sort of look like in terms of size, and because it was painters tape I could ask students to make theirs bigger or smaller really easily.

So first I told them that they were going to work with a partner to identify the angle pairs that I give them. I shouted out a bunch of angle pairs one at a time – I even threw in vertical, supplementary, and adjacent. After I shouted the name, each student had to put on foot on an angle and between the partners they should have been showing me the angle pair correctly. It was pretty fun already because the students would start with their foot in one place but then the other partner would change or they would both change and have to decide on where they want to go. I wouldn’t move on until all the groups had it correct. Luckily my summer school class is only 17 kids so it was easy to scan the 8 groups (one group of three) to see if they were correct.