Angles, Triangles, and Polygons Unit Plan

Danielle Boles
September 20, 2016
UNIT INFORMATION
Grade/Subject
:

7th Grade Geometry (Pre-Algebra)

Unit Name:

Angles, Triangles, and Polygons

Length of
Unit:

10 days

UNIT STANDARDS AND OBJECTIVES

Learning
Goals

SWBAT identify and solve for parallel lines cut by a

transversal and the angles that accompany parallel
lines and transversals
SWBAT identify and solve for angles of triangles
SWBAT find the sum of interior angles of polygons and
find an interior and exterior angle measure of a polygon
SWBAT identify and use similar triangles in order to
solve real world problems.

8.G.A.5. 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.
Connections: 6-8.WHST.2b,f;
6-8.WHST.1b; ET08-S6C1-03;
ET08-S1C1-01; ET08-S1C3-03

Angles, Triangles, and Polygons Unit Plan

Remedial:
7.G.B.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 a figure.

Remedial (R)
Enrichment
(E)
(to be completed
after receiving
diagnostic
assessment
results)

Curricular
Resources

Enrichment:
HS.G-CO.A.1. Know precise definitions of angle, circle,
perpendicular line, parallel line, and line segment,
based on the undefined notions of point, line, distance
along a line, and distance around a circular arc.
Connection: 9-10.RST.4
HS.G-SRT.A.2. Given two figures, use the definition of
similarity in terms of similarity transformations to
decide if they are similar; explain using similarity
transformations the meaning of similarity for triangles
as the equality of all corresponding pairs of angles and
the proportionality of all corresponding pairs of sides.
Connections: ETHS-S1C2-01; 9-10.RST.4; 9-10.WHST.1c

Geometry Foldable
Document Camera
Smart Board
iPads/iPhones/technology of students choice
Pre-Test
Parallel Lines and Transversals Notes
Angles of Triangles Notes
Angles of Polygons Notes
Using Similar Triangles Notes
Parallel Lines and Transversals Practice Guide
Angles of Triangles Practice Guide
Angles of Polygons Practice Guide
Using Similar Triangles Practice Guide
3.1-3.4 Kahoot!
Jeopardy Review
Problems Around the Room
Unit Test
3.1-3.4 Exit Tickets

Angles, Triangles, and Polygons Unit Plan

Step 1: Creating Vision and Planning for Assessment

1st Unit Plan - GOAL
100% of students will be able to measure and describe relationships
among vertical, adjacent, supplementary, and complementary angles as
well as use proportions to solve angles with 80% accuracy in this early
Geometry unit covering angles and triangles.

1st Unit Plan Planning For Assessment

How will I measure my 1st Unit Goal?
My first unit goal will be measured by a Unit Test given at the end of the chapter.
How will I measure progress toward the 1st Unit Goal?
Throughout the unit, we will be completing exit tickets for each section, kahoot!
games, jeopardy review, checks for understanding, problems around the room, and a
unit quiz to help us achieve our goal.

1ST Unit Plan Big Ideas

3.1 Parallel Lines and Transversals:
Students will identify the angles formed when parallel lines are cut by a
transversal
Students will find the measures of angles formed when parallel lines are cut
by a transversal
3.2 Angles of Triangles:
Students will understand that the sum of the interior angle measures of a
triangle is 180 degrees
Students will find the measures of interior and exterior angles of triangles
3.3 Angles of Polygons:
Students will find the sum of the interior angle measures of polygons
Students will understand that the sum of the exterior angle measures of any
polygon is 360 degrees.
Students will find the interior and exterior angles of polygons.
3.4 Using Similar Triangles:
Students will understand the concept of similar triangles
Students will identify similar triangles
Students will use indirect measures to find missing measures.

Angles, Triangles, and Polygons Unit Plan

UNIT ASSESSMENT ALIGNMENT GUIDE

Standar
d#
8.G.A.5

8.G.A.5

Standard
8.G.A.5. 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.
Connections: 6-8.WHST.2b,f;
6-8.WHST.1b; ET08-S6C1-03;
ET08-S1C1-01; ET08-S1C3-03
8.G.A.5. 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.

Aligne
d Item
#s

Points
Corre
ct

Points
Possibl
e

1-4

To be
Grade
d

2
Points
Each

17%

5-8

To be
Grade
d

3
Points
Each

27%

To be
Grade
d

1 Point
Each

Grade
(%)

Connections: 6-8.WHST.2b,f;
6-8.WHST.1b; ET08-S6C1-03;
ET08-S1C1-01; ET08-S1C3-03

8.G.A.5

8.G.A.5. 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.

9-12

9%

Angles, Triangles, and Polygons Unit Plan

Connections: 6-8.WHST.2b,f;
6-8.WHST.1b; ET08-S6C1-03;
ET08-S1C1-01; ET08-S1C3-03
8.G.A.5.

8.G.A.5. 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.

13-20

3
Points
Each

55%

TBD

48
points

100%

Connections: 6-8.WHST.2b,f;
6-8.WHST.1b; ET08-S6C1-03;
ET08-S1C1-01; ET08-S1C3-03

TOTAL:

Angles, Triangles, and Polygons Unit Plan

Angles, Triangles, and Polygons Unit Plan

Step 2: Lesson Objectives

# of
days

Standard

8.G.A.5. 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 angleangle 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.

Daily Lesson Objective(s)

Students will identify the

angles formed when parallel
lines are cut by a transversal
Students will find the measures
of angles formed when parallel
lines are cut by a transversal

Connections: 6-8.WHST.2b,f;
6-8.WHST.1b; ET08-S6C1-03;
ET08-S1C1-01; ET08-S1C3-03
8.G.A.5. 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-

Students will understand that

the sum of the interior angle
measures of a triangle is 180
degrees
Students will find the measures
of interior and exterior angles

1 day =
58 min.
or 1
block

Lesson Plan Notes

Day One:
Unit Reveal
Pre-Test
Jump Start/Create Foldable
Notes over Finding Angle Measures,
Using Corresponding Angles, and
Identifying Alternate Interior and
Alternate Exterior Angles
3.1 Exercises/Bookwork Practice
Day Two:
Jump Start
Review yesterday/discussion
3.1 Kahoot!
Assign Homework (time in class)
Exit Ticket
Day One:
Jump Start
Discuss triangles and angles
Notes over Using Interior Angle
Measures, Finding Exterior Angle
Measures, and Real-Life Application

Angles, Triangles, and Polygons Unit Plan

of triangles

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.

Day Two:
Jump Start/Review Yesterday
3.2 Kahoot! and Practice
Assign Homework (time in class)
Exit Ticket OR 3.1-3.2 Quiz (To be
decided)

Connections: 6-8.WHST.2b,f;
6-8.WHST.1b; ET08-S6C1-03;
ET08-S1C1-01; ET08-S1C3-03
8.G.A.5. 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 angleangle 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.

Students will find the sum of

the interior angle measures of
polygons
Students will understand that
the sum of the exterior angle
measures of any polygon is 360
degrees.
Students will find the interior
and exterior angles of
polygons.

Day Two:
Jump Start
3.3 Kahoot!
3.3 Bookwork/Exercises
Exit Ticket/Mini-Quiz

Connections: 6-8.WHST.2b,f;
6-8.WHST.1b; ET08-S6C1-03;
ET08-S1C1-01; ET08-S1C3-03
8.G.A.5. 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 angleangle criterion for similarity of
triangles. For example, arrange

Students will understand the

concept of similar triangles
Students will identify similar
triangles
Students will use indirect
measures to find missing
measures.

Day One:
Jump Start
Notes on Finding the Sum of Interior
Angle Measures, Finding an Interior
Angle Measure of a Polygon, Real-Life
Application, and Finding Exterior
Angle Measures

Day One:
Notes on Identifying Similar Triangles,
Indirect Measures
Practice and Problem Solving
Exercises
3.4 Kahoot!

Angles, Triangles, and Polygons Unit Plan

Day Two:
Jump Start
3.4 Worksheet
3.4 Exit Ticket

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.
Connections: 6-8.WHST.2b,f;
6-8.WHST.1b; ET08-S6C1-03;
ET08-S1C1-01; ET08-S1C3-03

Unit Review and

Assessment
8.G.A.5. 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 angleangle 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.

100% of students will be able to

measure and describe relationships
among vertical, adjacent,
supplementary, and complementary
angles as well as use proportions to
solve angles with 80% accuracy in
this early Geometry unit covering
angles and triangles.

Day One:
Problems Around the Room
Jeopardy (if time)

2
Day Two:
Questions before the test?
Unit Test

Connections: 6-8.WHST.2b,f;
6-8.WHST.1b; ET08-S6C1-03;
ET08-S1C1-01; ET08-S1C3-03

TOTAL

10

STEP 3: Calendar
CALENDAR OF DAILY OBJECTIVES

October 2016

Angles, Triangles, and Polygons Unit Plan

Monday

Tuesday

Wednesday

Thursday

Friday

17

18

19

20

21

8.G.A.5. 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.

8.G.A.5. 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.

8.G.A.5. 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.

8.G.A.5. 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.

8.G.A.5. 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.

Connections: 68.WHST.2b,f;
6-8.WHST.1b; ET08-S6C103;
ET08-S1C1-01; ET08S1C3-03

Connections: 68.WHST.2b,f;
6-8.WHST.1b; ET08-S6C103;
ET08-S1C1-01; ET08S1C3-03

Connections: 68.WHST.2b,f;
6-8.WHST.1b; ET08-S6C103;
ET08-S1C1-01; ET08S1C3-03

Connections: 68.WHST.2b,f;
6-8.WHST.1b; ET08-S6C103;
ET08-S1C1-01; ET08S1C3-03

Connections: 68.WHST.2b,f;
6-8.WHST.1b; ET08-S6C103;
ET08-S1C1-01; ET08S1C3-03

Students will identify

the angles formed
when parallel lines are
cut by a transversal.

Students will identify

the angles formed
when parallel lines are
cut by a transversal.

Students will
understand that the
sum of the interior
angle measures of a
triangle is 180 degrees.

Students will
understand that the
sum of the interior
angle measures of a
triangle is 180 degrees.

Students will find the

sum of the interior
angle measures of
polygons.

Students will find the

measures of angles
formed when parallel
lines are cut by a
transversal.

Students will find the

measures of angles
formed when parallel
lines are cut by a
transversal.

Students will find the

measures of interior
and exterior angles of
triangles.

Students will find the

measures of interior
and exterior angles of
triangles.

Students will
understand that the
sum of the exterior
angle measures of any
polygon is 360
degrees.
Students will find the

Angles, Triangles, and Polygons Unit Plan

interior and exterior
angles of polygons.

24

25

26

27

28

8.G.A.5. 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.

8.G.A.5. 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.

8.G.A.5. 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.

8.G.A.5. 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.

8.G.A.5. 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.

Connections: 68.WHST.2b,f;
6-8.WHST.1b; ET08-S6C103;
ET08-S1C1-01; ET08S1C3-03

Connections: 68.WHST.2b,f;
6-8.WHST.1b; ET08-S6C103;
ET08-S1C1-01; ET08S1C3-03

Connections: 68.WHST.2b,f;
6-8.WHST.1b; ET08-S6C103;
ET08-S1C1-01; ET08S1C3-03

Connections: 68.WHST.2b,f;
6-8.WHST.1b; ET08-S6C103;
ET08-S1C1-01; ET08S1C3-03

Connections: 68.WHST.2b,f;
6-8.WHST.1b; ET08-S6C103;
ET08-S1C1-01; ET08S1C3-03

Students will find the

sum of the interior
angle measures of
polygons.

Students will
understand the
concept of similar
triangles.

Students will
understand the
concept of similar
triangles.

Students will
understand that the
sum of the exterior

Students will identify

similar triangles.

Students will identify

similar triangles.

100% of students will

be able to measure
and describe
relationships among
vertical, adjacent,
supplementary, and
complementary angles
as well as use

100% of students will

be able to measure and
describe relationships
among vertical,
adjacent,
supplementary, and
complementary angles
as well as use

Angles, Triangles, and Polygons Unit Plan

angle measures of any
Students will use
polygon is 360
indirect measures to
degrees.
find missing measures.
Students will find the
interior and exterior
angles of polygons.

Students will use

indirect measures to
find missing measures.

proportions to solve
angles with 80%
accuracy in this early
Geometry unit covering
angles and triangles.

proportions to solve
angles with 80%
accuracy in this early
Geometry unit covering
angles and triangles.