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Angles
that Pair
Designed
by:
Tammy B. Hester
Grade
level: 8th
Subject:
Math
1)
Core Curriculum Objective:
Demonstrate, sketch and identify
adjacent, vertical, complementary, and
supplementary angles.
(8GS3-4)
Restatement:
Students will draw and identify
adjacent, vertical, complementary, and
supplementary angles. Students will demonstrate
their understanding by giving missing
measurements without using a protractor.
2)
Overview:
Students will sketch adjacent, vertical,
supplementary, and complementary angles.
Students will demonstrate these types of
angles using straws.
Students will identify these angles on
paper, with pretzel sticks and real world
examples.
3)
Focus Question:
What is the definition of supplement?
What does complement mean?
How would these two words apply to types
of angles?
Or......
Here
is a box. How
can the angles of a box be described?
4)
Time Frame: 2 fifty minute
class periods
5)
Assessment:
Students will make a poster to display
that they have an understanding of
adjacent, vertical, complementary, and
supplementary angles. Students will glue straws to a poster board representing the
types of angles and label them correctly.
Students will also cut and paste pictures
from magazines or newspapers that give a real
world situation to go along with each type of
angle.
|
Rubric
for Angles |
Name ___________________________________
Score____________ |
| Teacher's
comments:
|
| Type
of angle |
5
points |
3
points |
0
points |
| Vertical
angle |
Represented
by straws and pictures |
Only
one representation |
Not
represented
|
| Adjacent
angle |
Represented
by straws and pictures |
Only
one representation |
Not
represented |
|
Complementary
angle
|
Represented
by straws and pictures |
Only
one representation |
Not
represented |
| Supplementary
angle |
Represented
by straws and pictures |
Only
one representation |
Not
represented |
| Project
completed |
Neat
and on time |
1
day late and messy |
Not
turned in |
6)
Resources:
Gateways
to Algebra and Geometry, McDougal, Littell, and
company, 1994
Pages
124-125 and 318-324.
Mathematics
Applications and Connections, Course 3, Glencoe,
Macmillian/McGraw-Hill 1995,
pages 177, 178
and
p. 186
Protractors
Straight
edge (ruler)
Pretzels
Glue
Poster
boards
Magazines
or newspapers
Straws
Dictionary
(prefer math dictionary or text's glossary)
Additional
Resources:
Enrichment worksheets from Glencoe Course
3 text # 2-3 and
# 5-1
Students
must have prior knowledge of acute, obtuse,
straight, and right angles.
Students must also have prior knowledge
of how to use a protractor.
Day
One
Always
begin the lesson by stating the objective for
the day and using the focus questions.
Activity
One
Students
will define:
adjacent, vertical, complementary, and
supplementary angles.
Students will put these definitions in
the vocabulary section of their notebooks.
Students will look up the terms in the
appropriate resources provided.
Activity
Two
Students
will identify examples of these types of angles
using the classroom setting.
Students may also use magazines and
newspapers provided by the teacher to find real
world representation of the types of angles to
share with the class.
Students should write in their journal
section of their notebook examples pointed out
in class.
Activity
Three
Students
will work with a partner of their choice, and
each pair will be given pretzel sticks to make
models of the different types of angles One
student will demonstrate the types of angles and
the other will identify the angles.
Then the students will reverse roles.
The teacher will observe the activities
while monitoring the class. Once the teacher has
checked for understanding, the students may eat
the pretzels.
( Make sure this is done on paper towels
on the desk. The new non-water bacteria soap
could be used before this activity.)
Activity
Four
This
activity will be homework.
Students
will have prior knowledge of how to use a
protractor and measure angles.
Each
student will sketch the four types of angles.
Students will measure (using protractors)
one portion of each type of angle leaving the
other unmeasured.
Day
Two
Activity
One
Review
the definitions orally.
Activity
Two
Students
will work with partner from previous day.
Students will trade homework papers.
Then each will fill in the missing
measurements of the sketches without using a
protractor.
Then students will work with their
partner using a protractor to check their work.
Encourage the students to check all
sketches using the protractors.
Have students discuss if the measurements
meet the criteria of the definitions.
If not, have students
determine what errors could have
occurred.
Activity
Three
Ask
students to explain how they could determine the
degrees of a missing angle if another angle's
measurement was given.
Students should write their answers in
their journals before sharing ideas with the
class.
Activity
Four
Students
should be shown a sketch of a transversal with
only one measurement given.
Students will not be told the sketch is a
transversal.
They will be asked " How would the
knowledge you have acquired over the past two
days help you identify the measurements of these
missing angle?"
This would help students realize the
objectives learned would carry over into other
aspects of geometry.
Activity
Five
Students
would do the final assessment.
The final assessment would be the poster
described in the beginning of the lesson plan.
Students will create the appropriate
angle using straws and paste pictures to
represent a real world example of the types of
angle.
Students
should be given the rubric before starting the
poster project.
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