Lesson plan - Study Island
|Math Lesson: Angles |Grade Level: 7 |
|Lesson Summary: Students reason through creating acute, obtuse, complementary, supplementary, interior, exterior, and vertical angles. They draw a triangle and |
|calculate the sum of the exterior angles. Advanced students play a Twenty Questions game to identify particular shapes with specific angle measurements. Struggling|
|students calculate the measurements of complementary, supplementary and vertical angles. |
|Lesson Objectives: |
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|The students will know… |
|How to differentiate between angle types. |
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|The students will be able to… |
|solve simple equations for an unknown angle in a figure. |
|construct triangles |
|calculate angle sums of triangles |
|Learning Styles Targeted: |
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|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment: |
|Determine whether students understand the differences between acute, right, obtuse, straight, and reflex angles. |
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|Draw each type of angle on the board, and ask students to classify and estimate the measure of each angle. |
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|Identify students who do not understand the differences. |
|Whole-Class Instruction |
|Materials Needed: Protractors, color pencils |
|Procedure: |
|Presentation |
|Point to an analog clock or draw one on the board. Ask how many degrees the hour hand has rotated when it travels from 12:00 to 12:00 or 3:00 to 3:00 (360). |
|Identify the fractions of a complete rotation (From 12 to 6=180 degrees; from 12 to 3= 90 degrees; from 12 to 1= 30 degrees; from 12:00 to 12:01=6 degrees). |
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|Instruct students to use their protractors to measure and draw an acute angle and an obtuse angle. Students compare their angles to an object (piece of paper or a |
|book) with a 90 degree angle. |
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|Next, draw perpendicular lines to make four right angles, an x and y axis. Ask what type of angles you have created. (4 right angles) |
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|Then draw a diagonal line through the figure to create 60- and 30-degree angles. Label each angle with letters to describe the angles (ACF for example). Explain |
|that when the measurement of two angles adds to 90 degrees (a right angle), they are complementary. Have students use color pencils construct 2 complementary |
|angles. Students can create a legend to identify the complementary angles with the appropriate color. |
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|Explain that two angles are adjacent when they have a common side and common vertex (center point). Ask if complementary angles are adjacent. (yes) |
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|Explain that two angles are supplementary if their sum is 180 degrees. Have students use color pencils to identify two supplementary angles and add those to the |
|legend, labeling them with letters. |
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|Explain that angles formed by two intersecting straight lines and are opposite each other are called vertical angles. Have students use another color to identify |
|two vertical angles and add that to the legend. Ask if vertical angles have equal measure (yes) and explain when angles are equal, they are congruent. |
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|Guided Practice |
|Next instruct students to 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. |
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|Students use a color pencil to identify an interior angle (inside a triangle) and an exterior angle, (outside a triangle) and add those to the legend. Ask students|
|to determine the sum of the interior angle measurements. (180 degrees, which forms a straight angle). |
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|Students measure each angle in any triangle they have created and add the measurements together. Confirm that the sum of every triangle’s interior angles measures |
|180 degrees. Ask students to generalize the sum of a triangle’s exterior angles measurements. |
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|Independent Practice |
|Students draw a triangle with interior angles of 90, 45, and 45 degrees. |
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|Instruct students to extend each side of the triangle to three exterior angles. Have them calculate the measurements of each of the exterior angles they created, |
|and then add the sum of all the exterior angle measurements. (360) |
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|Students hypothesize whether the sum of exterior angles would always be the same if the interior angle measurements were 60, 60, and 60 and explain why. |
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|Closing Activity |
|Students explain the significance of the numbers 360, 180, and 90 as they relate to angles and triangles. |
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|Ask students how to determine the measurement of a vertical, complementary, or supplementary angle if you know one angle measurement. |
|Advanced Learner |
|Materials Needed: Protractor |
|Procedure: |
|Break students into pairs to play this game. |
|One person draws a figure (any type of triangle or quadrilateral) and measure its angles so that no one else can see it. |
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|The other players takes a turn asking a question, such as, “Does your figure have a total of 180 degree interior angles?” until the figure with the correct angle |
|measurements is named. |
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|Have students explain their results and strategies. |
|Struggling Learner |
|Materials Needed: Protractor |
|Procedure: |
|Students draw each of the following angles and then calculate the complementary, supplementary, and vertical angle measurements: 30, 45, 60, 85. (complementary: |
|60, 45, 30, 5; supplementary: 150, 135, 120, 95; and vertical 30, 45, 60, 85) Students should work independently. |
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|Describe their results and explain their reasoning. Then students complete the independent practice activity. |
*see supplemental resources
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