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Brittany Blaska 3/6/15 7.2 Notes and 7.2 Bookwork Pg. 280-281: 1-29 Odd

This document outlines a math lesson on complementary and supplementary angles. The lesson includes taking notes, completing bookwork problems, and a puzzle worksheet. Formative assessments involve asking students questions about the different types of angles and their understanding. The lesson activities are estimated to take one class period, with the goals of students classifying and finding measures of complementary and supplementary angles.

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Brittany Blaska
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91 views2 pages

Brittany Blaska 3/6/15 7.2 Notes and 7.2 Bookwork Pg. 280-281: 1-29 Odd

This document outlines a math lesson on complementary and supplementary angles. The lesson includes taking notes, completing bookwork problems, and a puzzle worksheet. Formative assessments involve asking students questions about the different types of angles and their understanding. The lesson activities are estimated to take one class period, with the goals of students classifying and finding measures of complementary and supplementary angles.

Uploaded by

Brittany Blaska
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Brittany Blaska 3/6/15

7.2 Notes and 7.2 Bookwork pg. 280-281: 1-29 odd


Learning Goals Skills and Understandings
 SWBAT classify pairs of angles as What skills or procedures will students learn how to do, or use? What will students learn conceptually about the
complementary, supplementary, or neither. procedures or ideas they are applying?
 SWBAT find angle measures using
complementary and supplementary angles. Yesterday we completed the 7.2 journal pages that explored the topic of different types of angles, specifically
complementary and supplementary angles. I feel that the students had a good understanding of yesterday’s
Standard(s) Addressed: material so today I am giving them both the bookwork and puzzle worksheet to help them gain a better
7.G.5, MP5, MP3 conceptual and procedural understanding dealing with identifying angles as complementary or supplementary
and drawing different angles with specific measurements.

Lesson Tasks Formative Assessment Opportunities


What tasks will be used to help students learn the skills What questions will you ask during the lesson to assess students’ progress in achieving the learning goals? How will
and understandings? you use those questions to help students assess their own learning?
 7.2 notes
 7.2 bookwork I will ask students what they remember from yesterday’s journal pages and the discussions that we had. I will
 7.2 Puzzle worksheet then build the notes with the students from our opening discussion. The notes will cover what makes angles
complementary or supplementary to one another. Do they have to be adjacent? What does adjacent mean again?
Materials Can a straight angle have a complementary or supplementary angle? Why or why not? How can you tell an angle
 Calculator, book, puzzle worksheet, protractor is complementary or supplementary based on a drawing? Is this always correct? What is the correct way to draw
angles? Can someone explain how we use a protractor in their own words?

I will be requiring the students to use their partner as a resource. If they need help, they need to ask their partner
before they call me or Mr. Martin over.

Activity Flow
Provide a brief description of the order in which key tasks will occur, how students will be organized to do the work, and the estimated amount of time for each task.

0-5 minutes: Lateral thinking, Guessing Jar, and I have, who has?


5-15 minutes: 7.2 Notes – These notes will include complementary and supplementary definitions of angles. Complementary angles add up to 90 degrees.
Supplementary angles add up to 180 degrees. The angles do not have to be adjacent to be complementary or supplementary angles.
 25-30 minutes: 7.2 bookwork – I will begin the problems with the students. I feel that they have a good understanding of this material from the journal pages and
the discussions that we were having yesterday. After I do a few problems and students are no longer asking me questions, I will walk around and monitor how the
students are working and answer individual questions.
LUNCH B – 11:30 - 12:00
 30 –40 minutes: Students will continue to work on the bookwork problems. When they are finished, they will bring their work up to me. I want to make sure that
students are showing all their work and checking their answers in the back of the book.
 40-52 minutes: Once students have finished the bookwork and I have checked their work, I will give them the 7.2 Puzzle worksheet to finish. Both of these
assignments will be due first thing on Monday.
 52-60 minutes: Summarize what we learned today about the complementary and supplementary angles. See how students feel about it (if they think it is more
useful, efficient, easier to use, etc.). Assign a classroom DJ.

Summary: What are the big “take-away” ideas of the lesson? How do these connect to what you will do in the next lesson?
Brittany Blaska 3/6/15
7.2 Notes and 7.2 Bookwork pg. 280-281: 1-29 odd
Today we finished off section 7.2 bout complementary and supplementary angles. Students gained a better conceptual understanding about what makes a pair of angles
complementary or supplementary and a better procedural understanding about how to prove that mathematically. They also practiced their skills using a protractor and
drawing angles with specific measurements. Monday we will lead into section 7.3 about triangles.

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