Grade level: 9-12      Subject: Geometry for the Technologies

Classifying Angles (Cord Geometry - Section 1.3)

Essential Question:

How do you measure, construct and classify angles according to measure?

Time Frame:

One 90-minute class period

Resources:

SC Map Activity Page  Click for printable form. Requires Adobe Acrobat.

Map of South Carolina

Angle Worksheet  Click for printable form. Requires Adobe Acrobat.

Map Rubric

Rulers

Protractors

Student and teacher text

Culminating Assessment:

Students will use a map of South Carolina to locate cities by constructing

straight, right, acute and obtuse angles.

Instructional Activities:

Activator:

Students will review the map of South Carolina they will use in the culminating activity. Students will take turns identifying South Carolina landmarks and marking them on the map. The teacher should have some landmarks already identified in case the students have trouble naming them. These points will add definition to the map that will serve as a base for angle constructions.

Cognitive Teaching Strategies

1. A brief protractor review will be given by the teacher to ensure that students are familiar with how to use the protractor to measure angles.

2. The students will complete the angle worksheet. The teacher will circulate, giving assistance when needed.

3. Students will be allowed to place their construction on the overhead. Students will make any adjustments necessary to their own papers while the teacher addresses all questions.

4. The teacher will post definitions of acute, obtuse, straight and right angles as well as visual representations of each on the overhead projector. Students, in groups of two, will be asked to identify angles in the classroom that resemble the angles displayed on the overhead. Students should be rewarded for creativity during this exercise.

5. The teacher will ask students to draw angles of varying degrees in their notes to practice angle construction. At least two of each type of angle must be represented in this guided practice exercise.

6. Students will then independently complete the angle worksheet and complete. The teacher will circulate, giving assistance when needed.

7. The teacher will model how to construct adjacent angles. Students will then be shown examples of adjacent angles and practice constructing adjacent angles of varying degrees in their notes. The teacher will circulate, giving assistance when needed.

8. The students will then be shown vertical angles. The definition of vertical angles will be given and students will be asked to create vertical angles in their notes. Students should be reminded that they must check the degree measure of their vertical angles to ensure congruency.

9. The teacher will then introduce the culminating assessment by modeling the construction of a straight, obtuse, acute and right angles on an overhead transparency map of South Carolina. The teacher will explain the map rubric and Activity Page and all questions addressed. An additional example modeled by the teacher using a rotated straight angle and other cities is suggested.

The following diagram is a possible scenario.

10. The teacher will circulate as the project is completed, answering any questions. The assignment will be submitted for grading and the problem homework set will be assigned.

HOMEWORK PROBLEM SET 

________________________________

Summarizing Strategy:

1. 3-2-1 Strategy

Each student must write a response to each of the following and submit prior to leaving.

3-Angles you've learned

2-Cities in South Carolina other than Columbia