## Parallel Lines with Transversals Interactive Notebook Page

Parallel lines is such a fun unit to teach!  I don’t know why I like that unit in Geometry so much, but I do.

Anyway, I have a interactive notebook page idea for you!

First, I would use my Parallel Lines with Transversals Foldable from my TpT store.  There are flaps for each of the types of angles in parallel lines.  Each flap has a definition, diagram, theorem, and practice problem.

I like to have the students color-code the location of the types of angles.  I wrote a blog post last school year about using color with purpose, and this is an example of when I do that.

I like that this foldable is small enough that something else can be included at the bottom of the page.  It is important to me to include simple proofs of theorems.  So, at the bottom of this page, I chose to include the proof of the Alternate Interior Angles Theorem.  Whenever I do fill in the blank style proofs with my students, I always write everything I would give them in black.  Then, I write everything I would expect them to be able to do in another color.  Again, using color with purpose.

This page includes A LOT of information all in one place!  It could be overwhelming for students to do it all in one day, so it might be best for your students to take more than one class period to complete this page.

I hope this gives you some ideas for your own parallel lines with transversals page!

## Teaching Proofs with Proof Cut-Out Activities

So you want to know how to rock teaching proofs?  Proofs cut-out activities are hands down my favorite activity for teaching proofs.

I’ve found that at the very beginning, students need lots of modeling to see how to solve proofs.  Then, when I release them to practice on their own, they often stare at the page.  That’s where cut-out activities come in.  Basically, they are a low stress way for students to practice.  Students kind of have a “word bank” with options to choose from and if they make a mistake they don’t have to erase a million times.

Here’s how they work:

• I give my students three or four proofs with all the statements and reasons needed for the proofs, jumbled together.
• The students cut all of them out and sort them into proofs.  Since they’re not writing anything, they can move the statements and reasons around quickly and easily.
• If students are struggling, I give them a sheet with hints (included in every proofs cut-out).  Usually, the hints page is enough to help them figure everything out themselves.
• While students are working, I walk around, check their work, and try to clear up misconceptions.

Proofs cut-outs make it easier for students to make mistakes.  There’s no writing and erasing and writing and erasing and erasing while they’re learning.  Students can easily manipulate the statements and reasons with no record of mistakes.  In my classes, this has totally eliminated students staring off into space and feeling overwhelmed.

I have a few proof cut-out activities in my Teachers pay Teachers store.  Try one out; it will help your students!

 Introductory Geometry Proofs Cut-Out Activity

 Parallel Lines with Transversals Proofs Cut-Out Activity

 Parallel and Perpendicular Lines Proofs Cut-Out Activity

 Triangle Congruence Proofs Cut-Out Activity

 Triangle Congruence and CPCTC Proofs Cut-Out Activity

 Geometry Proofs Cut-Out Activity Bundle

## Where Were You on September 11th?

Every generation has a historical moment that they will remember forever.  I will always remember where I was on September 11, 2001.  I was a sophomore in high school and had gotten to school early that day.  I heard people talking in the hall about a plane hitting a building in New York, but I didn’t really think much about it.  In my first period speech class, the principal announced what was happening over the loudspeaker.  My entire high school was silent.  We moved through the school day like normal, but watched news coverage in every class.

Everyone has their own story to tell from this day.  A few of my friends shared theirs with me.

I was half-way through my undergrad. I had a new born baby and was in the apartment alone. I remember my mother calling and telling me to get diapers and gasoline. I watched the news before leaving for class, and saw the second tower get hit. By the time I got to my first class it was all everyone was talking about. Our classes ended up called off for the rest of the day.

I was teaching. The bell had just rung for lunch and a neighbouring teacher ran into my room and yelled "Terrorists are attacking America!" (We're Canadian). I was totally confused...how could that be? I ran to the staffroom where they had taken in a TV, and the room was in complete silence. Everyone was in utter disbelief. I'll never forget it.

To me, September 11th is a day to remember those who died in the attacks and in the war resulting from the attacks.  As you move through your day, give a thought or prayer for those whose lives were permanently changed by this event.

## Biconditional Statements Interactive Notebook Page

I always teach Biconditional Statements as a separate lesson from Conditional Statements.  I think it flows nicely into teaching theorems.  Also, the lesson is relatively short, so it is a great way to have students review theorems that they have learned so far, while still practicing new material.

The interactive notebook page that I would use for this lesson isn’t very fancy, but I think it serves it’s purpose well.

The part in red marker is something I would have the students write with their partner.  I would also have them do the example with their partner.

The rest of the class period, I would have students review and practice in small groups.

Do you have and ideas that you particularly like when teaching biconditional statements?  Share in the comments!