Lesson plan - Study Island
|Math Lesson: Angles |Grade Level: 8 |
|Lesson Summary: Students review complementary, supplementary, interior, exterior, and vertical angles. They then draw a transversal and calculate the exterior |
|angle measurements created. Advanced students play a Twenty Questions-type game to identify triangle measurements by asking about exterior angle measurements. |
|Struggling students play a Twenty Questions-type game to identify triangle measurements by asking about interior angle measurements. |
|Lesson Objectives: |
| |
|The students will know… |
|the differences between complementary and supplementary angles, interior and exterior angles, and vertical and adjacent angles. |
| |
|The students will be able to… |
|calculate the measurements of angles when parallel lines are cut by a transversal. |
|Learning Styles Targeted: |
| |
| |
|Visual |
| |
|Auditory |
| |
|Kinesthetic/Tactile |
| |
|Pre-Assessment: |
|Use this quick assessment to see if students understand the differences between complementary and supplementary angles. |
| |
|Draw two complementary angles and two supplementary angles on the board. Asks students the differences between the pairs of angles. |
| |
|Note students who do not understand that the sum of the measures of complementary angles is equal to 90° and the sum of the measures of supplementary angles is |
|equal to 180°. |
|Whole-Class Instruction |
|Materials Needed: Protractors, colored pencils |
|Procedure: |
|Presentation |
|Point to an analog clock or draw one on the board. Ask students to give the degrees when the minute and hour hand are at the following times: 3:00 [90°], 6:00 |
|[180°], 12:30 [about 180°], and so on. |
| |
|Next, as you draw examples on the board, have students draw two perpendicular lines to make four right angles, an x- and y-axis. Ask what type of angles you have |
|created. [4 right angles] |
| |
|Review complementary and supplementary angles by drawing a line through the vertex to split each 90° angle into two 45° angles. Have students identify three pairs |
|of complementary angles and three pairs of supplementary angles. |
| |
|Confirm that students understand that angles formed by two intersecting straight lines and are opposite each other are called vertical angles and have the same |
|measures. |
| |
|Next, have students draw a line parallel to the x-axis that intersects the other lines to create triangles. Explain that a line that crosses other lines is a |
|transversal. |
| |
|Have students use a colored pencil to identify an interior angle (inside a triangle) and an exterior angle (outside a triangle). Ask what the sum of the measures |
|of an interior and an exterior angle is. [180°, which forms a straight angle] |
| |
|Guided Practice |
|Have students outline each triangle created by the transversal with a colored pencil. Have them measure the interior angles and confirm that the sum of the |
|measures of the interior angles of a triangle is always 180°. |
| |
|Independent Practice |
|Have students choose one triangle created by the transversal and, without measuring, calculate all of the exterior angles. Then have them find the sum of the |
|exterior angles. [360°] |
| |
|Have them answer whether the sum of exterior angles would always be the same regardless of a triangle’s interior angle measurements. [yes] |
| |
|Closing Activity |
|Ask students to suggest practical applications for understanding the relationships among angle measurements (building, creating artwork). |
| |
|Ask how you can figure out the measurement of a vertical, complementary, or supplementary angle if you know one angle measurement. |
|Advanced Learner |
|Materials Needed: Protractor |
|Procedure: |
|Have students apply understanding of angle measurements by playing this game. |
| |
|Have one person draw a figure (any type of triangle or quadrilateral) and measure its angles so that no one else can see it. |
| |
|Each of the other players takes a turn asking a question only about exterior angles, such as, “Does your figure have four exterior angles that each measure 135°?” |
|until the figure with the correct angle measurements is named. |
| |
|Have students explain their results and strategies. |
|Struggling Learner |
|Materials Needed: Protractor |
|Procedure: |
|Have student apply understanding of angle measurements by playing this game. |
|Have one person draw a triangle and measure its interior angles so that no one else can see it. |
| |
|Each of the other players takes a turn asking a question, such as, “Does your figure have an interior angle that measures 90°?” until the triangle with the correct|
|angle measurements is named. |
| |
|Have students explain their results and strategies. When they have finished, have them complete the independent practice activity. |
*see supplemental resources
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- daycare weekly lesson plan template
- school age lesson plan format
- lesson plan themes preschool
- school age lesson plan sample