Lesson Planning Sheet Title: Angles in triangles Learning Objectives: By the end of the lesson: All students should

be able to calculate the remaining angle in a scalene and right angled triangle when given the two. Most students should be able to use the properties of triangles to calculate angles in isosceles and equilateral triangles. Some students should be able to calculate angles in compound shapes involving multiple types of triangles. Key words: Angle, Sum, Scalene, Isosceles, Right Angled, Equilateral, Show that, Prove Learning Activities Starter/Introduction Recap the use of a protractor and types of angles through having the students construct each type of triangle and measure each angle to within a degree. Once the triangles are constructed and angles measured guide the students into looking for a pattern within the triangles by calculating the sum of their angles. The emphasis here is that students discover the angle property of triangles for themselves rather than simply being told. Ideally, the students will have some inaccuracy in their measurements so once the angle property is taken to be true they can use that fact to re-measure the angles. Development Once the angle property is accepted students should produce their own written description of the fact with a suitable sketched diagram. They could have a peer double check their description to ensure it makes sense. Present the second side and go through the first couple of examples with the students. The class could attempt the next two problems on miniwhiteboards so that teacher assessments can be made. Once the concept is consolidated have the students then work through the problems on the third slide independently. Go through the solutions with the students or have some come to the board to feedback to the class. Plenary Choice of plenaries. To consolidate the concept of angles in a triangle ask the students to think about what other geometrical shape has a sum of 180 degrees. Give them the challenge of showing that both the triangle and straight line have the same sum of degrees. Ideally, they will realise to draw a triangle, cut off the corners and arrange them to make straight line. They may need guidance with this. To extend the concept, pose the problem on the final slide where multiple triangles of different types are joined together. Encourage the students to think about what is missing in order for the problem to be solved. This should guide them into breaking the problem down. Use miniwhiteboards to assess the progress made. Resources: Protractor, Pencil, Ruler Mini-whiteboards

Differentiation More able: Encourage the students to provide a diagrammatic proof that angles on a triangle are equal to angles on a straight line. Students should attempt multiple problems with different geometrical properties, such as:

Less Able: Students may, and often do become, confused with the using an upper/lower scale of a 180 degree protractor. Emphasis the need to measure from zero and continue round. As an alternative approach to deriving the sum of angles in a triangle the students could be guided into arranging the vertices to make a straight line this would consolidate the latter concept as well as introducing the former. In the starter the students could construct triangles where each angle is a multiple of ten. Moving on to compound shapes could be an additional lesson or set as homework.