SUBJECT&COURSE Math7C

CODE
DATE

April18,2016

UNITOFSTUDY

Geometry:UnknownAngles

COMMONCORE
STANDARD

CCSS.MATH.CONTENT.7.G.B.5??
Usefactsaboutsupplementary,complementary,vertical,andadjacentanglesinamultistep
problemtowriteandsolvesimpleequationsforanunknownangleinafigure.

MATHEMATICAL
PRACTICE
STANDARD

CCSSMATHPRACTICE
.MP5
Useappropriatetoolsstrategically
CCSSMATHPRACTICE
.MP
6Attendtoprecision

CONNECTIONTO
Inpreviousgradesstudentswereexposedtothedifferenttypesofanglesandhadpractice
PREVIOUSLESSONS namingthem.

MATERIALS/
RESOURCES

StudentsProtractors,classcopiesofmeasuringworksheet,classcopiesofanglecharts,big
protractor,chartpaperwithlyricstotheAngleSong,chartpaperwithstepstomeasuring
angles

CLASSTIME

45minutes

AIM

Howcanwename,measureandclassifyangles?

OBJECTIVE

Studentswillbeto...
Identifythepartsofanangle
Nameanglesin3ways
Classifyangles(straight,right,obtuse,andacute)
Useaprotractortomeasureangles

VOCABULARY

Review:
RightAngles,PerpendicularAngles,Acuteangles,StraightAngles,Obtuseangles
Vertex,Ray

PROBLEMOFTHE
DAY
(5minutes)
MINILESSON

1. Whatprofessionsuseangles?

2.Wheredoyouseeanglesaroundtheschool?
Drawanangleontheboardwhilestudentscopy.Explaintostudentsthataretwomainparts
ofanangle.Studentswillwritethedefinitionsofarayandvertex.Studentslabeltheparts
labelintheirnotebooks.
Vertex
:Apointwheretwostraightlinesmeet(intersect)
Ray
:Alinewithastartpointbutnoendpoint

Reviewwithstudentsthethreetypesofwayswecannameangles:clockwise,
counterclockwiseandbythevertex.Modelnamingoneangle3ways.

1)
ABC
2)
CBA
3)
B

Giveexamplesofimproperwaystonameanglesanddiscusswhytheyareincorrect.For
instance
ACB,
BCA,or
ABCareincorrectwaystonamethisangles

Studentswillbegiven12differentangletonameinthreeways.

Handoutcopiesofanuncompletedchartwiththetypesofangles.Wewillwillintheblanks
asaclass
Name

Definition

Example

RightAngle** ________________________________
__

____________
___________

Ananglemeasuringlessthan90
degrees

ObtuseAngle

Ananglemeasuringmorethan90
degrees

StraightAngle

________________________________
__

__________________

**Twolinesareperpendiculariftheymeetata90angle

AsaclassreadthelyricsoftheANGLESONG,whichwillbewrittenonchartpaper.
Playthesongforthestudentsonaphonesothattheylearntherhythm.Teachstudentsthe
armmovementsthatgowiththesong.PracticesingingtheANGLESONGwiththearm
movements.

Havestudentvolunteersrecitethewordsanddothearmmovementsforstars.

Howtomeasureangles
Havestudentvolunteersreadthestepstomeasuringangleswhichwillbeonchartpaper
1. Estimatethemeasurementoftheangle
2. Placethecenteroftheprotractoroverthevertexoftheangle
3. Rotatetheprotractorsothatonezeromarkisononeoftherays
4. followtheprotractorinincreasingorderuntilyoumeettheotherray

Modelmeasuringanangleontheboard.

Drawanotherangleontheboardhaveastudentvolunteertocomeup.Theirclassmates
musttellthemstepbystephowtheywillbemeasuringtheangle.

Havestudentsraise3fingersiftheyfeelreadytotrymeasuringsomeanglesontheirown,
twofingersiftheyfeelhesitantor1iftheywanttoseesomeexamples
ESSENTIAL
QUESTIONS
(DOK)

Whatunitareanglesmeasuredin?
Howcanwecategorizeangles?
Howdoyouuseaprotractor?
Whenusingaprotractorwhichnumberdoyoustartat?
Canyoupredictthetypeofanglewithoutmeasuringit?

INDEPENDENT
PRACTICE

WorksheetStudentwillcategorizeandmeasure6angles.

Ifstudentsarefinishedearly
Ongraphpaperdrawanexampleofarealworldobjectthathasonlylinesegmentsthen
measureeachangleStudentswilltracealltheacuteanglesinred,allobtuseanglesinblue,
andallrightanglesingreen

DIFFERENTIATION

Basedonstudentslearningstyles

KinestheticLearners
Movementwillbeincorporatedtohelpstudentrecallandretainthedifferentangle
types.(AngleSong)
AudioLearners
Musicandlyricswillhelpmusicallyinclinedstudentsrecallandretainthedifferent
angletypes.
VisualLearners
Differentcolorswillbeusedtodistinguishthepartsoftheanglesontheboard
Visualmodelsareprovidedforeachanglecategoryboard

Underperforming/IEP
:
DifferentiatedWorksheets
Level1performancestudentswillaworksheetthatprovidesmore
scaffolding,theywillbegivenanexampleofanangle,itsmeasurementand

categorization.Theywillalsohavefeweranglestomeasure
Repetition
Onthecharthandoutstudentsaregiventwohints(definitionandexampleorname
andexample)
Modelingnamingandmeasuringangles
Nonhomogenousseatingarrangementbasedonpreviousperformance

CLOSING

Discussion:
Whichtypeofangledoweseethemostofintherealworld?
Iftimepermits:QuickreviewquestionsStarquestions

ExitSlip
1.Namesthefollowinganglein3ways
2.Drawanobtuseangleandwriteitsmeasure.

ASSESSMENT

FormativeAssessment:

ExitSlip:
Studentswillbeassessedontheirabilitytonameanangleinthreeways
andtheirabilitytopredictthetypeofangleandmeasureitcorrectly.

InformalAssessment:
Chart:S
tudentswillbeassessedonhowmuchtheyrememberaboutthetypesofangles,
theirdefinitionsandphysicalcharacteristics.
Starquestions
Reviewquestionsstudentswillbeassessonthetypesofangles,their
measurement
321Selfevaluation
studentswillassesstheircomfortabilitywithmeasuringangles.This
letstheteacherifmoreassistanceandscaffoldingisnecessary.
Worksheet:
Studentswillbeassessedontheirabilityclassifyanglesandmeasurethem
accurately
Discussion
studentswillbeassessedontheirabilitytorecognizeangles

HOMEWORK

Worksheet

POSSIBLE
MISCONCEPTIONS

Studentsmaybelievethatanglescanbenamedinanyorder
Studentsmayreadtheprotractorincorrectlyandconcludethattherearetwo
measurementsforeachangle.
Studentsmaybeginreadingtheprotractoron360degrees


SUBJECT&COURSE
CODE

MATH7C

DATE

April19,2016

UNITOFSTUDY

Geometry:UnknownAngles

COMMONCORE
STANDARD

CCSS.MATH.CONTENT.7.G.B.5
Usefactsabout
supplementary,complementary,
vertical,and
adjacentangles
ina
multistepproblemtowriteandsolvesimpleequationsforanunknownangleinafigure.

MATHEMATICAL
PRACTICE
STANDARD

CCSSMATHPRACTICE.
MP7
Lookforandmakeuseofstructure

CONNECTIONTO
THEPREVIOUS
LESSON

Studentsshouldbeabletoidentifyangleparts,suchasvertex,andray.
Studentsshouldknowhowtonameanglesandidentifyrightandstraightangles.
Studentsshouldknowhowtosolvealgebraicallyforanunknownvalue

MATERIALS/
RESOURCES

Protractors,RollofTapeforeachtable,referencecards

CLASSTIME

90minutes

AIM

Howcanweusecomplementaryandsupplementaryrelationshipstosolveformissing
values?

OBJECTIVE

Studentswillbeableto
Defineandidentifyadjacentangles
Definesupplementaryandcomplementaryanglesintheirownwords
Recognizesupplementaryandcomplementaryrelationships
Usesupplementaryandcomplementaryanglestosetupequationsbasedon
diagramandwordproblems
Solveequationstofindmissingangles

VOCABULARY

Review:

Introducing
:
VertexAdjacentAngles
RaySupplementaryAngles
PerpendicularAnglesComplementaryAngles
RightAngles
StraightAngles

Problem/LaboftheDay
(10minutes)

Inpairs,theevennumberedtablewillbeinstructedtotapearightangletotheirtable.

Theoddnumberedtablepairswillbeinstructedtotapeastraightangletotheirtable.
Inpairsthestudentswillfillintheblanks


1. Whatisthemeasureofyourangle?___________
2. Breakyourangleintotwoanglesbyputtingapieceoftapeinsidetheangle.The
tapedoesnothavetobeinthemiddleoftheangle.
3. Whatisthemeasureofsmallerangle#1?_________
4. Whatisthemeasureofsmallerangle#2?_________
5. Findthetotalofsmallerangle#1andsmallerangle#2__________
MINILESSON
(25minutes)

Usethewordadjacentinsentences.ForexampleIamadjacenttotheboard,nowIam
adjacenttothedoor.Havestudentsmakeaninferencesaboutwhatadjacentmeans.
Studentswillinferthatadjacentmeansnextto.
ASkstudents,areNinelandJoshadjacent?Doyouagreeordisagree?
AreRichieandMeremadjacent?Doyouagreeordisagree?

Studentswillwritethedefinitionforadjacentangles.
Adjacentangles
:arepairsofanglesthatshareavertexandonesidebutdonotoverlap.

Askstudentswheretheyhaveseenadjacentanglestoday.Studentsshouldrespondthatthe
anglesontheirdesksareadjacentangles.Drawastudentsangleontheboardwithlabels.
Askstudentswhattwosmallanglestheyseeinsidetheanglethatareadjacent?Identifythe
twoangles.

Givestudents12examplesof
adjacentanglesforthemtoidentify.

Discussion
(510minutes)

ClassDiscussiononLabFindings
TheclasswillsharetheirfindingsontheLaboftheDayandconclusionsbasedontheir
findings.
Givestudents15secondstothinkaboutthewordstofillintheblankforourtwonew
vocabularywords.Thentheywillturntoapartnertodiscusstheirthoughts

Supplementaryangles
:aretwoanglesthathavea
_sum_
of_
180_
_degrees
Complementaryangle
s:aretwoanglesthathavea_
sum_
of
_90_
_degree

Askstudentswhattypeofanglesmustbothcomplementaryanglebe?
Askstudentsiftwoacuteanglescanbesupplementaryangles?
Tellstudentsthatsupplementaryandsupplementaryanglesareexamplesofadjacent
angles.

StudentswillbeshowntovisualexamplesofeachandnonexamplesofeachForexample
adjacentangleswhosesumis85degreesor170degrees..
StudentswillbetoldthattheycanthinkofSforstraightandSupplementaryandCforthe
cornerina90degreeangle.Haveselectedstudentsrepeatbackthestatements.Students
willthenbeaskedtostandupandcreatethetypeofanglessupplementaryand

complementaryanglesforwiththeirarms.
ESSENTIAL
QUESTIONS
(DOK)

GuidedPractice
(20minutes)

Defineadjacentangles?
Identifycomplementary/supplementaryangles
Comparesupplementary/complementaryandadjacentangles?
Definecomplementary/supplementaryanglesinyourownwords
Howarecomplementaryandsupplementaryanglesimilaranddifferent?

Findthemissingangle

1. Identifyascomplementaryorsupplementary
Angles
(complementaryangles)
2.Createanequationandsolve
(x+40=90)
3.Verify(50+40=90)

1. Identifyascomplementaryorsupplementaryangles
(
supplementaryangles)
2. Createanequationandsolve
(50+x=180)
3. Verify
(130+50=180)

1. Identifyascomplementaryorsupplementaryangles.
(
complementaryangles)
.2.Createanequationandsolve
(35+4x+7=90
4x+7=55
.
3.Verify
(55+35=90)

1. Identifycomplementary,complementaryanglesand
shapes
2. CreateanequationandsolveNote:thesumofthe
anglesinatriangleis180

.
A.

(55+60+x=180),x=65B.
65+y=180
3. Verify(55+60+65=180),(65+116
=180)
Havestudentsraise3fingersiftheybelieveiftheyarereadytotrysomeproblemsontheir
own,2fingeriftheyfeelsemiconfidentor1fingeriftheywouldpreferdoingmore
examplestogether.
INDEPENDENT
PRACTICE
(15minutes)


DIFFERENTIATION

BasedonStudentslearningstyles
KinestheticLearners
Handsonactivityusingtools(tape)
Armmovementrelatingtosupplementaryandcomplementaryangles

VisualLearners
Visualdifferencebetweensupplementaryandcomplementary
Highlightspecialanglepairswithdifferentcolors

AuditoryLearners
Classdiscussiononinferencebasedonsupplementaryandcomplementary
angles

ReadwriteLearners
Studentswillreadthedefinitionsaftertheblacksarefilledinandwrite
themintheirnotes
IEPstudents:
Repetitivekeytermsanddefinitions
Listingstepsforsolvingcomplementary/supplementaryangles
Indexcardwithkeytermandhelpfultips
Sentencestarter
Breakdownandchunkingofquestions

CLOSING
(5minutes)

ExitSlip

ASSESSMENT

FormativeAssessment
ExitTicket
:Studentswillbeassessedontheirabilitytorecognizesupplementary
andcomplementarypairs,theirabilitytosetupanequationandsolve
algebraically.
InformalAssessment
GroupDiscussion
:Studentswillbeassessedontheirconclusionbasedonthe
handsonactivity
Think,TurnandTalk
:Studentswillbeassessedontheirabilitytorecognizethe
termsneededtofillinthedefinitionforsupplementaryandcomplementaryangles
basedontheirunderstandingbasedontheirinferencesfromthehandsonactivity
321Selfevaluation:
Thiswillassesshowcomfortablestudentsarewith
identifyingcomplementaryandsupplementaryanglesandsolvingforamissing

Findthemissingangle

Identifyascomplementaryor

Supplementary
Setupanequation
Solveforx
Fillintheblank
XYZ=_______

angle
HOMEWORK
POSSIBLE
MISCONCEPTIONS

Finishlinepage224

Studentsmayconfusethedefinitionofsupplementaryandcomplementaryangles.
Studentsmaybelievethatoverlappingangleareadjacent


SUBJECT&COURSECODE

MTH703

DATE

April

UNITOFSTUDY

Geometry:UnknownAngles

COMMONCORE
STANDARD

CCSS.MATH.CONTENT.7.G.B.5
Usefactsabout
supplementary,complementary,
vertical,and
adjacentangles
in
amultistepproblemtowriteandsolvesimpleequationsforanunknownanglein
afigure.

MATHEMATICAL
PRACTICESTANDARD

CCSSMATHPRACTICE.
MP
4Modelwithmathematics
CCSSMATHPRACTICE.
MP7
Lookforandmakeuseofstructure

CONNECTIONTOTHE
PREVIOUSLESSON

Studentsshouldrememberthedefinitionsofadjacent,complementary,and
supplementaryangles.
Studentsshouldknowhowidentifycomplementaryandsupplementaryangles
Studentsshouldknowhowtosolvealgebraicallyforanunknownvalue

MATERIALS/RESOURCES

GoMathworkbook

AIM

HowcanweapplywhatweknowaboutSupplementaryandComplementary
Anglestosolveformissinganglesinwordproblems?

OBJECTIVE

Studentswillusethedefinitionofsupplementaryandcomplementary
anglestosetupequationandsolveformissingvalues
Studentscancreatevisualizationsforwordproblems
Studentwillrecognizekeywordsthatindicateoneormoreoperations
Studentswillverifytheiranswersbypluggingin

VOCABULARY

Review:
AdjacentAngles
PerpendicularAngles
ComplimentaryAngles
SupplementaryAngles

DONOW

Inthefigurebelow,identifypairsofanglesthatare:
a) complementary,b)supplementary,c)adjacent,ande)nonadjacent.

MINILESSON

Checkforassessmentholdupboardscountdown
Song
Stattionspracticingdifferentskills

Themeasureofacomplementofanangleis32morethanthreetimestheangle.

Themeasurementofthesupplementofanangleis39morethanhalftheangle.
Findthemeasurementoftheangleanditssupplement.

Thesupplementofthemeasurementofanangleis16lessthanthreetimesthe
angle.Findthemeasurementoftheangleanditssupplement.

**Onewithcombiningliketerms

Studentswillcomeuptotheboardandwritetheirhomework.Studentswill
presenttheirworkandaddressanyquestionfromstudentsorteachers.Teachers
willencouragestudenttouseacademiclanguageintheirjustification.
ESSENTIALQUESTIONS
(DOK)

Studentareabletoidentifythesupplementary,complementaryand
adjacentanglesinadiagram
Describehowthetwoanglearerelated.

DEVELOPMENT

Group1GoMath7,9,11,15,17
Group2GoMath!7,9,11,14,15,16,17
Group3GoMath!7,9,11,14,15,16,17,FinishLinepage234

DIFFERENTIATION

Differentiatingbyskilllevel

CLOSING

ExitSlip
1) DescribetherelationshipbetweenangleABDandDBC
2) Findq
3) SolveforangleABDDBC

ASSESSMENT

FormativeAssessment
ExitSlip
InformalAssessment
Homeworkshareout

HOMEWORK

GoMath!Pages233
FinishlineGuidedpracticeskip#3

POSSIBLE
MISCONCEPTIONS

Studentsmayhavedifficultyrecognizingrelevantspecialpairs


SUBJECT&COURSE
CODE

MATH7C

DATE

April20,2016

UNITOFSTUDY

Geometry:UnknownAngles

COMMONCORE
STANDARD

CCSS.MATH.CONTENT.7.G.B.5
Usefactsaboutsupplementary,complementary,vertical,andadjacentanglesina
multistepproblemtowriteandsolvesimpleequationsforanunknownangleinafigure.

MATHEMATICAL
PRACTICE
STANDARD

CCSSMATHPRACTICE.
MP7
Lookforandmakeuseofstructure

CONNECTIONTO
THEPREVIOUS
LESSON

Studentscanidentifyrightandstraightanglesfrompreviouslessons.
Studentscanidentifyadjacentangles
Studentsknowthatthesumofsupplementarypairsisequalto180degreesandthatthe
sumofcomplementarypairsisequalto90degrees.
Studentsshouldknowhowtosolvealgebraicallyforanunknownvalue.
Studentsshouldhaveseenintersectinglinesinpreviousgrades.

MATERIALS/
RESOURCES

Referencecardsforselectedstudents,quiz,verticalanglefillin

CLASSTIME

90minutes

AIM

Whatareverticalanglesandhowcanweusethemtosolveformissingangles?

OBJECTIVE

Studentswillbeableto
Defineverticalangles
Identifycongruentangles
Concludethatoppositeintersectinganglesareequalinmeasurement
Solveexpressionforunknownangles
Demonstratetheirunderstandingofangleterminologysuchassupplementary
angles,complementaryangles,adjacentangles,andverticalangles

VOCABULARY

Review
Adjacent
Complementary
Supplementary

Introducing
Vertical
congruent

ProblemoftheDay
(10minutes)

ProblemoftheDay
(P.O.D)
[10minutes]

1. Whatisthemeasureof
PTQ?

PTQisequalto180,itisastraightangle

2. Whatisthemeasureof
PTS?

PTSand
STQaresupplementaryandthereforetheirsum
isequalto180

3x+48=90
3x=42

MINILESSON
(10minutes)

ReferbacktotheP.O.D.Asstudents,nowthatweknow
PTS=42,howwouldIfind
PTR?
Givestudents15secondstothinkaboutitandhavethemturnandtalktoapartnerto
discusstheirthoughtsandtechniques.
Havestudentsshareouttheirdiscussions.Studentsshouldsharethatwecanuse
supplementaryanglestoyield
PTR.Asaclassmakeaconclusionaboutoppositeangles
onintersectinglines.Studentsshouldnotethatoppositeangles,
STQand
PTRare
equal.

Havestudentfillinthefollowingstatement:

VerticalAngles:are
_opposite_
_anglesformedbytwo_
intersecting___li
nes.Vertical
anglesare_
equal__
__

CongruentAngles:Anglesidenticalinmeasurement

Draw4examplesofverticalandnonverticalangles.

ESSENTIAL
QUESTIONS
(DOK)
GuidedPractice
(15minutes)

Describeverticalangles
Whatisaspecialpropertyofverticalangles?
Explaintherelationshipbetweensupplementaryanglesandverticalangles

Examples1
Findthemissingangles

A=
44

B=
136

C=
44

Havestudentdiscusswhichangletheyfoundeasiestto
findfirstandhowtheyusedtheirnewlygainedknowledge
onverticalanglestofindallthemissingangles

Example2:Solveusingknowledgeofverticalangles

INDEPENDENT
PRACTICE
(15minutes)

Example1:Fillinthemissingangles

Example2:Solveusingknowledgeofanglepairs.Findthemeasureofeachangles

Haveastudentputuptheirwork.Haveanotherstudentexplainthefirststudentsswork
DIFFERENTIATION

Basedonstudentslearningstyles
VisualLearners
Differentcoloredchalkwillbeusedtodifferentiatethetwointersecting
lines.
Studentswillseeexamplesandnonexampleofverticalangles
AuditoryLearners
ClassdiscussiononinferencesmadebasedonP.O.Dextension

ReadwriteLearners
Studentswillreadthedefinitionsaftertheblacksarefilledinandwrite
themintheirnotes
Colorcoordinatethedifferenttypeofangles
Differentiation:
IEPstudentsandunderperformingstudentwillbeprovidedwithanreferencecard
withkeytermsandinformation.Forexample,thepartsofanangle,andthe
definitionofsupplementaryandcomplementaryangles
QuestionandtermswillberepeatedforIEPstudents
Differentchalkboardcolorswillbeusedtodistinguishdifferentangles

Thequestionsbeingaskedduringclassdiscussionwillbedirectedtowardspecific
students.Advancedstudentswillbeaskedtoanswerhigherlevelthinking
questions.

Discussion
(10minutes)

Discussion:
HowcouldwehavesolvedtoDoNOWdifferentlynowthatweknowaboutvertical
angles?

Goovertheanglesong.Lyricsareonchartpaper.

Reviewvocabularywords
Askreviewquestionbasedonwhatwehavelearnedaboutanglesinthepastfewdays.
Givestudentstarsontheclasschartforcorrectanswers.

Supplementary
anglesthataddupto180
Complementaryangles
anglesthataddupto90
Rightangles
ananglethatmeasure90
Straightangles
ananglethatmeasure180
Acuteangle
ananglethatmeasurelessthan90
Obtuseangle
ananglethatmeasuremorethan90
Verticalangle
oppositeanglesmadewithintersectinglines
Adjacentangles
anglesthatshareacommonvertexandray

Closing
(20minutes)

QuizSheet

ASSESSMENT

FormativeAssessment:
VocabularyQuiz
Studentswillassessedontheirunderstandingofangle
terminologyandidentifyingadjacent,nonadjacentandverticalanglepairs
.
Informal:
ProblemoftheDay
Studentswillbeassessedontheirabilitytorecognizestraight
anglesandabilitytosettosetupanequationusingtheirknowledgeon
supplementaryangles
ClosingClassdiscussion:
Studentswillassessedontheirabilitytorecognize
relevantanglepairs,specificallyverticalangles.
Starquestions
Studentswillbeassessedonstudentsknowledgeonthetypesof
anglesandanglepairs.

HOMEWORK

Finishlinepages225226

POSSIBLE
MISCONCEPTIONS

Studentsmayconfuseverticalangleswithadjacentangles
Studentsmaybelievethatallangleacrossfromeachotherarecongruent