5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step
problem to write and solve simple equations for an unknown angle in figure.
Literacy Standards: Produce clear and coherent writing in which the development,
organization, ands style are appropriate to task, purpose, and audience. (Through
activating prior knowledge and the exit ticket)
Differentiation (What will you do to meet the needs of students at these different levels?)
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Through going over the vocabulary of the unit, this brings English Language
Arts into this lesson. This is teaching students how to use the meaning of
words to help them to solve for the measure of an angle.
Material Procedures/Strategies
s
-Different Sponge Activity (activity that will be done as students enter the room to get them into the
color mindset of the concept to be learned)
expo
markers Five angles will be drawn on the board. For the do now, students are to
name the type these angles are based on their prior knowledge
- (obtuse, acute, or right). This is to activate students prior knowledge
Classwor on angles and get them thinking about what they already know about
k angles.
Workshe
et Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
-Exit 1. What does it mean for an angle to acute (what rules must we follow)?
Ticket 2. What about obtuse and right?
Guided Practice (how students will demonstrate their grasp of new learning)
-Students will finish Worksheet 1 in which they will have to get the
measure of angles without protractors based on the new types of
angles we just went over. Students will talk with the people at their
table to help them figure out the correct solutions. Then someone from
each group will come up and put one of their answers on the board.
As a class we will compare the types of angles learned today along with
the types students already knew to make sure all students are
understanding the differences between the new types of angles that
they learned in this lesson. (Visual Representations)
The terms alternate interior and vertical should all go in the circle below
with the title Angles that have the same measure.
Similarly another circle will be labeled angles that do have the same
measure. In this circle should go supplementary, adjacent, and
complementary
We will then also review from the do now the three types of angles that
students priorly knew and the rules that go along with each of those.
Students will then complete the Exit Ticket which if they finish can hand
in on the way out of class. I will be looking it over and giving it back to
them with feedback for the following day.
https://www.mathworksheets4kids.com/angles/transversal/alternate-sameside-
easy1.pdf
http://www.commoncoresheets.com/Math/Angles/Finding%20Complementary
%20and%20Supplementary%20Angles/English/3.pdf
Name:
Date:
Exit Ticket
Directions: Please fill in the blanks independently and hand in at the end of class.
3) If an angle is 50 degrees, what would the vertical angle to that angle be equal to?