Parallel Lines Transversals and Angles Stations Activity

Rated 4.88 out of 5, based on 17 reviews
17 Ratings
Make Sense of Math
Grade Levels
7th - 9th, Homeschool
Formats Included
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8 pages
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Make Sense of Math
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These parallel lines, transversals, and angles math stations dive into analyzing interior angles and exterior angles of triangles. Students will discover connections between these angles within a triangle. Students will also dive into transversals and parallel lines. Through a discovery activity students will notice connections about the angles formed between parallel lines and a transversal.

Use of a protractor is required with these math stations

The following stations are included:

  • Angle Vocabulary: Students will learn the difference between interior and exterior angles of a triangles. Students will also measure these angles with a protractor

  • Exterior Angles: Students will measure interior angles and exterior angles of triangles. They will discover the connection between an exterior angle and the two non-adjacent interior angles.

  • Interior Angles: Students will measure the interior angles of triangles. They will discover the connection between the sum of the interior angles of a triangle.

  • Parallel Lines and Transversals: Students will define the vocabulary associated with parallel lines cut by a transversal. They will measure the angles and discover the connection of the angles formed.

Each station will take about 15 – 20 minutes to complete. These would also be great to use as homework, group work or assessments. A recording sheet and answer sheet are included.


I used this for a review day and the kids loved it. It reviewed the topic perfectly and the students were easily able to go from one station to another.

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Make Sense of Math

Total Pages
8 pages
Answer Key
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to see state-specific standards (only available in the US).
Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.


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