1. IMPACT SAMR Cover Sheet Task OverviewLearning Objective(s)Suggested Technology Using iMovie to create your own teaching video Students will identify angle postulates. Students will collaborate with peers and create videos teaching angle postulates to their peers. iPad Computer Internet Projector Email iMovie and virtual nerd apps Students will complete a geometry task card as a group using Stoodle app Students will visualize and investigate angle relationships when parallel lines are crossed by transversals. Students will prove angles are supplementary citing theorems. iPads Stoodle app Internet Computer Chapter 3 Vocabulary Quiz using quizlet.com Students will identify relationships between figures in space. Students will identify angles formed by two lines and a transversal. Computer lab, internet, www.quizlet.comwww.quizlet.com, printer Section 3-2 Solve It Activity Students will become familiar with angles formed by a transversal and two parallel lines.Students will use informal logical reasoning or cite previous theorems pertaining to angles. Computer, speakers, projector, internet www.pearsonrealize.com Louisiana Math Standard (include description):G-Co.A.1 Know precise definitions of …parallel line. G-Co.C.9 Prove theorems about lines and angles. Teacher: Annie Grogan MODIFICATION Technology allows for significant task redesign.. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. SUBSTITUTION Technology acts as a direct tool for substitution with no real change. transformation enhancement

2. Intro to Properties of Parallel Lines 1.Pay attention to the white board as it displays today’s Solve It problem. 2.Answer the following questions in your journal: 3.Which angles appear to be congruent? 4.Which angles form vertical angle pairs? 5.Exchange journals with your shoulder partner. 6.Check your shoulder partner’s answers with the solutions on the board. 7.Discuss your answers for one minute. Section 3-2 Solve It Activity This task uses: Computer, speakers, projector, internet www.pearsonrealize.com Learning Objective(s): Students will become familiar with angles formed by a transversal and two parallel lines. Students will use informal logical reasoning or cite previous theorems pertaining to angles. S SUBSTITUTION Technology acts a direct substitute, with no functional improvement

3. Vocabulary Challenge 1.Log onto the computers using your username and password. 2.Using google chrome, go to the following website: https://quizlet.com/108406914/scatter https://quizlet.com/108406914/scatter 3.Complete the scatter activity using vocabulary words from Chapter 3 you are already familiar with. 4.Use the cards and learn activities to familiarize yourself with the vocabulary terms. These activities should take approximately 10-15 minutes. 5.When you feel ready to take the quiz, click on Test. 6.When you have finished, click Check Answers. 7.If you are satisfied with your results, you may print this screen. 8.You may retake the Test if you need to. This task uses: Computer lab, internet, www.quizlet.comwww.quizlet.com, printer Learning Objective(s): Students will identify relationships between figures in space. Students will identify angles formed by two lines and a transversal. A AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. Chapter 3 Vocabulary Quiz using quizlet.com

4. Stoodle Proof 1.Using the Stoodle app, enter your assigned group:Using the Stoodle app, enter your assigned group: http://stoodle.ck12.org/class/565f39bd53612http://stoodle.ck12.org/class/565f39bd53612 Group 1 http://stoodle.ck12.org/class/565f39e8730ebhttp://stoodle.ck12.org/class/565f39e8730eb Group 2 http://stoodle.ck12.org/class/565f39fe8d31dhttp://stoodle.ck12.org/class/565f39fe8d31d Group 3 http://stoodle.ck12.org/class/565f3a4a795c6http://stoodle.ck12.org/class/565f3a4a795c6 Group 4 2. In the discussion area, decide which color each group member will use and in which order you will answer. 3.You will need to redraw the image from the handout in order to complete the task. 4.Using Round Robin, complete each of the tasks on the performance task handout. 5.All questions should be asked in the discussion to other group members before asking anyone else. 6.Once you have completed the task, take a screenshot of your work and submit it via email to annie.grogan@cpsb.org Students will complete a geometry task card as a group using stoodle app This task uses: iPads Stoodle app Internet Computer Geometry task handout Learning Objective(s): Students will visualize and investigate angle relationships when parallel lines are crossed by transversals. Students will prove angles are supplementary citing theorums. M MODIFICATION Technology allows for significant task redesign.

5. Movie Time 1.Watch the following Virtual Nerd Video: http://psn.virtualnerd.com/viewtutorial/Geo_03_02_0004 http://psn.virtualnerd.com/viewtutorial/Geo_03_02_0004 2.Now that you have seen a virtual nerd video teaching the corresponding angles postulate, you will create your own “virtual nerd” video. 3.Your group will choose an angle postulate, create a 3-5 minute video on iMovie which will teach the class that postulate. 4.Your movie must be submitted via email or blackboard. 5.You will present your movie to the class using the projector and answer any questions posed regarding your lesson. 6.Bonus points will be given if you can incorporate real world scenarios into your lesson. 7.Classmates will grade your work based on the rubric. Using iMovie to create your own teaching video This task uses: iPad Computer Internet Projector Email iMovie and virtual nerd apps Rubric handout Learning Objective(s): Students will identify angle postulates. Students will collaborate with peers and create videos teaching angle postulates to their peers. R REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable.