Lesson
Plan
Grade Level: 7
Subject/Topic: Math/ Corresponding,
Vertical, and Adjacent Angles
Time (minutes) required for lesson:
120 minutes (2 Days)
CC
Georgia Performance Standards for this lesson:
MCC7.G.5.
Use facts about supplementary, complementary, vertical, and adjacent angles in
a multi-step problem to write and solve simple equations for an unknown angle
in a figure.
Essential Question(s):
·
How can knowledge of angle relationships help with
determining missing angle measurements?
·
Students
will understand the difference between parallel and perpendicular lines.
·
Students
will be able to identify angle relationships, including vertical, adjacent, and
corresponding.
·
Students
will be able to apply knowledge of angle relationships to solve for missing
angle measurements.
LESSON OBJECTIVES:
·
Given
a set of parallel lines, cut by a transversal, and a set of perpendicular
lines, students will apply knowledge of properties of angles to solve for
missing angle measurements.
Materials/Equipment/Technology
Required:
·
Computer,
projector, and Mobi Tablet to solve warm-up problems with students on the board
OR white board.
·
Pasta
and construction paper cut outs.
·
PowerPoint-
Real-world examples.
PROCEDURES
Warm-up: 10 minutes per day
Supplementary and Complementary Angle Practice. Solving for missing angles and for x, etc.
Labeling angles.
Format of
the lesson: 25 minutes
1. Remind students that parallel
lines are two lines, on the same plane, that never meet and perpendicular lines
are lines that intersect to form right angles. They can look like “+” or “T”.
2. PowerPoint presentation of
real-world examples of parallel lines, intersected by a transversal. Students
will be shown examples of each angle relationship covered in this lesson and
will be asked to point out new examples of each relationship. (15 minutes)
3. Explain that in this lesson, students
will learn how to identify angle relationships made by parallel lines cut by a
transversal and lines that intersect perpendicularly. We already know how to
find missing angle measurements using knowledge about supplementary and
complimentary angles. Now we will learn about vertical, adjacent, and
corresponding angles in order to find missing angle measurements.
4.
Discuss
the informal meanings of the words: vertical (up and down), adjacent (next-to),
and corresponding (similar). (5 minutes)
5.
As
instructions for independent practice, teacher will model parallel lines cut by
a transversal (not perpendicular) and label angles with red (adjacent, because
they are next to each other and share a common vertex), blue (corresponding,
because they are similar to each other in that they are both in the same
position and make the same shape), and yellow (vertical angles, because they
are directly above and below one another. They are opposite each other when two
lines cross. Note: vertical angles do not have to be up and down, they just
have to be opposite each other when two lines cross, but if you turned them
they should be able to look vertical). (5
minutes)
Application/Independent Practice: 15 minutes
1. Pass out 3 raw spaghetti
noodles, 2 small blue paper cutouts, 2 small red paper cutouts, 2 small yellow
paper cutouts, and 2 small green paper cutouts per student.
2. Have students create 2
parallel lines cut by a transversal on their desks, as previously modeled.
3. Ask students to mark all
corresponding angles formed by their 3 spaghetti lines with the same colored
dots to match the angles. Walk through to check work.
4. Ask students to mark all vertical
angles formed by their 3 spaghetti lines with the same colored dots to match
the angles. Walk through to check work.
5. Ask students to mark all adjacent
angles formed by their 3 spaghetti lines with the same colored dots to match
the angles. Walk through to check work.
6. Ask students to go to the
board to show their examples.
Closure:
10 minutes
Exit Ticket: Illustrate one example of each- vertical,
adjacent, and corresponding angles.
Format
of the lesson: 25 minutes
Direct
Instruction
1. Short article to set purpose:
“Angles....like why do we need them?” (from yahoo answers). Read aloud by
teacher and discuss other real-world examples. (10 minutes)
2. Practice recognizing and
solving for vertical, adjacent, and corresponding angles by modeling and
working through problems as a group, calling on individual students to help
solve problems. Reiterate the fact that vertical and corresponding angles are
congruent. (15 minutes)
Application/Independent
Practice: 15 minutes
1. Vertical, corresponding, and
adjacent angles worksheet.
Closure:
10 minutes
1. Summarize the day’s lesson.
2. Exit Ticket: Illustrate one
example of each- vertical, adjacent, corresponding, supplementary, and
complementary angles.
“Angles: Like Why Do We Need
Them” from http://answers.yahoo.com/question/index?qid=20090306172347AASCYFG
Angles are all around us,
they watch over us and protect us from harm...
Oh wait! Maybe I was thinking of *angels*.
Why do we need angles? That's like asking why do we need squares or why do we need circles?
Angles are present all around us. Look at how the floor meets the wall at an angle. That's an important angle --> a right angle. Or look at triangles, they are everywhere, composed of 3 angles. You'll see triangles in bridges, buildings, etc. They are nice and rigid which is great for engineering strong but light structures.
Or look at planes taking off and landing. They need to figure out the appropriate angle of ascent or descent. You wouldn't want the pilot to get that angle wrong, would you?
What about when you are driving around a curve? Ever noticed how the road is actually banked at an angle. That's so you don't tend to drift to the outside of the curve.
Do you care if a hill has 1° of slope vs. 30° of slope? I bet you would care if you were trying to ride up on a bicycle. You probably would also care if you were going *down* because you might get going really fast.
What about climbing up a ladder? That forms an angle. Do you care if the angle is 75 degrees (closer to up and down)? That's ideal. But what if the angle was 10°? Well, not only might the ladder slip, but it would also take much longer to climb and you wouldn't get very high. Or what if it were 89°? How easy would it be to lean back and have the ladder come crashing down on top of you?
Trust me, you need angles every day. You should respect them. Like I said at the beginning, angles can watch over you and keep you from harm. :-
Oh wait! Maybe I was thinking of *angels*.
Why do we need angles? That's like asking why do we need squares or why do we need circles?
Angles are present all around us. Look at how the floor meets the wall at an angle. That's an important angle --> a right angle. Or look at triangles, they are everywhere, composed of 3 angles. You'll see triangles in bridges, buildings, etc. They are nice and rigid which is great for engineering strong but light structures.
Or look at planes taking off and landing. They need to figure out the appropriate angle of ascent or descent. You wouldn't want the pilot to get that angle wrong, would you?
What about when you are driving around a curve? Ever noticed how the road is actually banked at an angle. That's so you don't tend to drift to the outside of the curve.
Do you care if a hill has 1° of slope vs. 30° of slope? I bet you would care if you were trying to ride up on a bicycle. You probably would also care if you were going *down* because you might get going really fast.
What about climbing up a ladder? That forms an angle. Do you care if the angle is 75 degrees (closer to up and down)? That's ideal. But what if the angle was 10°? Well, not only might the ladder slip, but it would also take much longer to climb and you wouldn't get very high. Or what if it were 89°? How easy would it be to lean back and have the ladder come crashing down on top of you?
Trust me, you need angles every day. You should respect them. Like I said at the beginning, angles can watch over you and keep you from harm. :-
No comments:
Post a Comment