These thirty-two cards are separated into eight sets of four cards.
• Cards 1-4: These cards ask students questions about parallel lines cut by one transversal.
• Cards 5-8: These cards ask students questions about parallel lines cut by more than one transversal.
• Cards 9-12: These cards ask students questions about parallel lines cut by a transversal, but given angles are expressed with algebraic expressions.
• Cards 13-16: These cards ask students questions about parallel lines within geometric figures.
• Cards 17-20: These cards ask students questions about the interior or exterior angles on the same side of the transversal when parallel lines are cut by a transversal.
• Cards 21-24: These cards ask students to explain how the two lines were constructed parallel.
• Cards 25-28: These cards ask students to decide if there are two parallel lines in the figure and explain why or why not.
• Cards 29-32: These cards ask students to find missing angles when the diagram involves the intersection of four or five lines, of which, some are parallel.
There are numerous ways you can differentiate the lesson using the cards.
• The teacher can differentiate the lesson by setting up different stations or assigning students to complete only certain cards at each station.
• The teacher can separate the class into four groups and then give each group one card from each of the sets. Each group can be responsible to make a presentation to the other groups after they have worked together to solve the six problems. Students might even make a poster for their group with the six solutions.
• When you set up stations have students complete between one and four of the cards. Students should complete more cards at the station if they are having any difficulty solving any of the problems.