complementary angles, supplementary angles, vertical angles, linear pair of angles

LESSON PLAN

Name: Meaghan Bennett

Title of lesson: Types of Angles

Date of lesson: n/a

Length of lesson: 50 minutes

Description of the class:

Name of course: Geometry

Grade level: 10^th grade

Honors or regular: either

Source of the lesson:

None

TEKS addressed:

3) Geometric figures and their properties. Geometry consists of the study of geometric figures of zero, one, two, and three dimensions and the relationships among them. Students study properties and relationships having to do with size, shape, location, direction, and orientation of these figures

2) The student analyzes geometric relationships in order to make and verify conjectures. Following are performance descriptions.

(A) The student uses constructions to explore attributes of geometric figures and to make conjectures about geometric relationships.

(B) The student makes and verifies conjectures about angles, lines, polygons, circles, and three-dimensional figures, choosing from a variety of approaches such as coordinate, transformational, or axiomatic.

(3) The student understands the importance of logical reasoning, justification, and proof in mathematics. Following are performance descriptions

(B) The student constructs and justifies statements about geometric figures and their properties.

I. Overview

Here students will be learning about different types of angles and where they are seen in architecture.

II. Performance or learner outcomes

Students will be able to:

Define all the words on their vocabulary sheet

Provide a real world example of each type

I. Resources, materials and supplies needed

1. Paper and pencil, worksheet.

II. Supplementary materials, handouts.

Students will have a vocabulary worksheet to fill in.

Five-E Organization

Teacher Does Probing Questions Student Does

Engage:

Teacher will ask students to list all the things they think angles are important for. Where are they seen in architecture? Why do we need to learn about their properties?

Listed under “ teacher does”

Students will answer with various answers. Ex: they are used in fences, windows, and stairs. They are important so you know how high or long to make something, or if something will stand up or fall over, etc.

Explore:

Teacher will put an overhead up. On each overhead, there will be a few terms with a picture.

Teacher will ask students to talk quietly and try to figure out what the words are by looking at an example of it in the picture. The teacher will put them up slowly a few at a time.

- What does the picture look like?

- Is there anything special or unique about this one from other things?

- What are some things you notice about the angles here?

Students will talk in groups about the words and try to come up with a definition for the words.

Explain:

Teacher will bring the class together and go over each of the terms one by one.

Teacher will ask certain students for their ideas, and will come up with a class definition for each term, based on the examples given.

-Why did you say that in your definition?

-Does anyone have anything different or to add?

Students will give their ideas, and copy down the final class definitions on their worksheets.

Extend / Elaborate:

Teacher will ask students to take these terms and incorporate at least one example of each into their designs.

Are there any questions?

Students will talk amongst their partners and see if they have any final questions. If time permits, students may start brainstorming on where to put these terms in their design.

The assessment for this day would be a check at the end of class that everyone copied the definitions for the words down. This is just so we know that they all have them to refer to.

Sample of worksheet

(a few examples are left out at this point)