__Lesson Plans for Resource Math 8__

**Monday, January 26, 2015**__Common Core Standards__

8.GA.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.

G.68.8a Identify unknown angles and solve problems using facts about supplementary, complementary and adjacent angles and parallel and perpendicular lines.

G.68.8b Sort angles by type (right, acute, obtuse, straight, reflex).

G.68.8c Order angles by size.

__Student Objectives__

I can use angle measurements to classify angles as acute, obtuse, or right.

I can classify angle pairs as complementary or supplementary.

I can classify triangles by their sides and by their angles.

I can calculate the measure of a missing angle given a triangle.

__Bellwork__

Students will complete "Angles & Triangles Ticket 2."

__Lesson__(Student Presentations/More Missing Angles in Triangles/Missing Angles in Quadrilaterals)

1. Whole class-student presentations and project sharing

2. Whole class-go over answers to bellwork

3. Journal entry-sum of interior angles of a quadrilateral (360 degrees), sum of interior angles of any polygon (using triangles), calculating missing angles

4. Discuss "Angles & Triangles Quiz."

5. Video lesson at https://www.youtube.com/watch?v=LdX_-mxu_Z0

6. Guided practice-odds from "Angles in Quadrilateral" worksheet

7. Cooperative learning-correct "Angles & Triangles" quiz, evens from "Angles in Quadrilateral" or "Angles in Triangle" worksheet as assigned by teacher

8. Independent practice-finish the worksheet you worked on in class today

__Closing__

Respond to writing prompt in journal: "What I know about angles......................"

__Homework__

-Complete the missing angles worksheet that you started in class.

-Students who earned less than a C will retake the "Angles & Triangles Quiz tomorrow.

__Links__

Types of angles at http://www.mathsisfun.com/angles.html

Math Rocks! Song about angles at http://www.teachertube.com/video/math-rocks-song-about-angles-80141

Different types of triangles video at https://www.youtube.com/watch?v=rdNfOmEiNzs

Different types of angles game at http://www.quia.com/pop/36147.html

Angles in parallel lines song at https://www.youtube.com/watch?v=wDkwZUgL1yU

Angle properties song at https://www.youtube.com/watch?v=8eD3wODClh8

Parallel lines animation at https://www.youtube.com/watch?v=-5g0OT76xKg

Maths Mansion "Learn your Lines" at https://www.youtube.com/watch?v=517D17WRS9s

Corresponding angles video at https://www.youtube.com/watch?v=fhvR6lzy_jg

Complementary and supplementary angles video at https://www.youtube.com/watch?v=GO20ZgUzlc0

Geometry in the Real World at https://www.youtube.com/watch?v=j2qSC-A9lqI

Perpendicular and parallel lines video (real objects) at https://www.youtube.com/watch?v=wVL7X69X3VQ

Parallel lines and transversals at https://www.youtube.com/watch?v=TzTr5zbg3tE

Files

Files

algebra-angles-quadrilateral1.pdf | |

File Size: | 74 kb |

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algebra-interior-easy3.pdf | |

File Size: | 52 kb |

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algebra-interior-medium1.pdf | |

File Size: | 60 kb |

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interior-angle2.pdf | |

File Size: | 48 kb |

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interior-angle3.pdf | |

File Size: | 49 kb |

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quad-angle-1.pdf | |

File Size: | 54 kb |

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**Tuesday, January 27, 2015**__Common Core Standards__

8.GA.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.

G.68.8a Identify unknown angles and solve problems using facts about supplementary, complementary and adjacent angles and parallel and perpendicular lines.

G.68.8b Sort angles by type (right, acute, obtuse, straight, reflex).

G.68.8c Order angles by size.

__Student Objectives__

I can use angle measurements to classify angles as acute, obtuse, or right.

I can classify angle pairs as complementary or supplementary.

I can classify triangles by their sides and by their angles.

__Bellwork__

Students will complete "Triangles-Interior Angles Ticket."

Students will turn in homework.

__Lesson__(Student Presentations/Complementary & Supplementary Angles)

1. Whole class-go over bellwork

2. Whole class-go over answers to homework

3. Small group-students will retake "Angles & Triangles Quiz"

4. Complementary and supplementary angles video at https://www.youtube.com/watch?v=GO20ZgUzlc0

5. Journal entry-complementary and supplementary angles

6. Demonstration and guided practice-GeoGebra demo, calculating missing angles in complementary and supplementary pairs

7. Cooperative learning-"Complementary Angles" and "Supplementary Angles" worksheets

8. Pretest-"Parallel Lines & Angles"

__Closing__

Exit ticket: "Supplementary and Complementary Angles" problems

__Homework__

-All angles and triangles projects are PAST DUE.

-Finish the "Supplementary Angles" and "Complementary Angles" worksheets you started in class.

__Links__

GeoGebra complementary angles applet at http://tube.geogebra.org/material/show/id/8492

GeoGebra supplementary angles applet at http://tube.geogebra.org/student/m8495

Files

Files

complementary_angles.pdf | |

File Size: | 29 kb |

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complementary_angles_2.pdf | |

File Size: | 29 kb |

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supplementary_angles.pdf | |

File Size: | 27 kb |

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supplementary_angles_2.pdf | |

File Size: | 27 kb |

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finding_complementary_and_supplementary_angles_01-25.pdf | |

File Size: | 19 kb |

File Type: |

__Wednesday, January 28, 2015____Common Core Standards__

8.GA.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.

G.68.8a Identify unknown angles and solve problems using facts about supplementary, complementary and adjacent angles and parallel and perpendicular lines.

G.68.8b Sort angles by type (right, acute, obtuse, straight, reflex).

G.68.8c Order angles by size.

__Student Objectives__

I can classify angles as acute, obtuse, or right.

I can classify angle pairs as complementary or supplementary.

I can identify special angle pairs (adjacent, vertical, corresponding, alternate interior, alternate exterior) created when a transversal intersects two parallel lines.

I can calculate missing angle measures.

I can recognize that if two parallel lines are intersected by a transversal:

-the acute angles that are formed are all congruent.

-the obtuse angles that are formed are all congruent.

-and any acute angle is supplementary to any obtuse angle.

I can explain that if a transversal is perpendicular to the parallel lines, all the angles formed are congruent to 90◦.

__Bellwork__

Journal entry-"List examples of parallel lines that can be found in the "real world."

Seuss angles song at https://www.youtube.com/watch?v=vB9Fax-9nAs

Students will turn in homework.

__Lesson__(Angle Relationships/Parallel Lines & Transversals)

1. During the teacher-guided demonstration phase of the lesson, the GeoGebraTube applet "Parallel Lines Cut by a Transversal" will be used by the teacher to give visual definitions and demonstrations of transversals and angle relationships. The teacher will ask students to identify parallel lines with transversals around the classroom. An example or two will be “highlighted” with duct tape prior to the lesson to make them more obvious to students. The teacher will use the GeoGebraTube applet to share models, definitions, and memory aids for vertical angles, exterior, alternate interior, alternate exterior, and corresponding angles. The teacher will ask guided questions and monitor for understanding throughout this phase of the lesson. Students will fill in a graphic organizer with notes during this phase.

2. During the guided practice phase, students will work on cooperative exploration activities 1, 2, and 3 with patty paper (tracing paper) and colored pencils in small groups. The teacher will circulate, monitor, and give feedback throughout this phase of the lesson. After each activity, the class will regroup and discuss findings.

__Closing__

Writing prompt exit ticket: "What I learned about angles today........."

__Homework__

-On Tuesday, there will be a quiz over the angle pairs formed when a transversal intersects parallel lines.

__Links__

GeoGebra applet at

__http://www.geogebratube.org/student/m24185__

__Files__

anglerelationshipsgraphicorganizerfreebie.pdf | |

File Size: | 1554 kb |

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anglerelationshipsflipnfoldnotes.pdf | |

File Size: | 515 kb |

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angle_relationships_organizer.docx | |

File Size: | 49 kb |

File Type: | docx |

activity1_revisions-3.pdf | |

File Size: | 190 kb |

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activity2_revisions-2.pdf | |

File Size: | 95 kb |

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angles-transversals_homework_assignment-2.doc | |

File Size: | 37 kb |

File Type: | doc |

activity-3.pdf | |

File Size: | 98 kb |

File Type: |

**Thursday, January 22, 2015**__Common Core Standards__

8.GA.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.

G.68.8a Identify unknown angles and solve problems using facts about supplementary, complementary and adjacent angles and parallel and perpendicular lines.

G.68.8b Sort angles by type (right, acute, obtuse, straight, reflex).

G.68.8c Order angles by size.

__Student Objectives__

I can classify angles as acute, obtuse, or right.

I can classify angle pairs as complementary or supplementary.

I can identify special angle pairs (adjacent, vertical, corresponding, alternate interior, alternate exterior) created when a transversal intersects two parallel lines.

I can calculate missing angle measures.

I can recognize that if two parallel lines are intersected by a transversal:

-the acute angles that are formed are all congruent.

-the obtuse angles that are formed are all congruent.

-and any acute angle is supplementary to any obtuse angle.

I can explain that if a transversal is perpendicular to the parallel lines, all the angles formed are congruent to 90◦.

Bellwork

Bellwork

Students will sort angle types.

Students will turn in homework.

__Lesson__(More Angle Relationships/Parallel Lines & Transversals)

1. Whole class-go over bellwork

2. Whole class-go over homework

3. (Continued from Wednesday) The teacher will continue to demo angle types using GeoGebra applet while students keep notes on their graphic organizers.

4. Students will continue to work cooperatively in small groups to complete the discovery activities. Each activity will be followed by whole class discussion.

5. Hands-on partner activity with noodles and dried beans-identifying angle pairs

__Closing__

Exit ticket: "Special Angle Pairs"

Homework

Homework

-On Tuesday, there will be quiz over angle pairs formed when a transversal intersects parallel lines.

__Files__

anglepairssortingactivity.pdf | |

File Size: | 43 kb |

File Type: |

**Friday, January 23, 2015****There will be a substitute teacher today.**

__Common Core Standards__

8.GA.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.

G.68.8a Identify unknown angles and solve problems using facts about supplementary, complementary and adjacent angles and parallel and perpendicular lines.

G.68.8b Sort angles by type (right, acute, obtuse, straight, reflex).

G.68.8c Order angles by size.

__Student Objectives__

I can classify angles as acute, obtuse, or right.

I can classify angle pairs as complementary or supplementary.

I can identify special angle pairs (adjacent, vertical, corresponding, alternate interior, alternate exterior) created when a transversal intersects two parallel lines.

I can calculate missing angle measures.

I can recognize that if two parallel lines are intersected by a transversal:

-the acute angles that are formed are all congruent.

-the obtuse angles that are formed are all congruent.

-and any acute angle is supplementary to any obtuse angle.

I can explain that if a transversal is perpendicular to the parallel lines, all the angles formed are congruent to 90◦.

Bellwork

Bellwork

Students will complete the "Special Angle Pairs Ticket."

Students will turn in homework.

__Lesson__(Special Angle Pairs Discovery Activity and Angle Types Bingo)

1. Whole class-go over bellwork

2. Whole class-go over homework

3. Whole class-identifying angle types bingo

4. Cooperative learning-"Special Angle Pairs Discovery" activities

__Closing__

Journal entry/writing prompt: "One thing I learned in math this week..........."

__Homework__

Complete an XtraMath lesson.

__Links__

Detailed lesson plan at http://www.cpalms.org/Public/PreviewResource/Preview/26664

__Files__