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Math 7 - Lesson 9

This document provides a lesson on identifying and applying relationships of angles at a point and on a straight line. It includes a review, purpose, language practice, activity with diagrams and questions, and conclusion. The activity has students use their knowledge of angles to solve problems involving designs with various angle relationships.

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WILSON CASTRO
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33 views24 pages

Math 7 - Lesson 9

This document provides a lesson on identifying and applying relationships of angles at a point and on a straight line. It includes a review, purpose, language practice, activity with diagrams and questions, and conclusion. The activity has students use their knowledge of angles to solve problems involving designs with various angle relationships.

Uploaded by

WILSON CASTRO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Enhancement and Consolidation Camps

MATHEMATICS 7
Lesson 9
Identifying and
Applying Relationships
of Angles at a Point and
on a Straight Line
Key Idea

Identify and apply relationships of angles


at a point and on a straight line.
Lesson Component 1 (Lesson Short Review)
Time: 7 minutes
Questions :
1. (i) Complete: An acute angle measures less than …………
degrees.
(ii) Complete: An obtuse angle measures between ………
degrees and ……………… degrees.
2. (i) The measures of angles at a point add to ………………
degrees.
(ii) The measures of vertically opposite angles are ………
3.

Find 𝑥 and 𝑦.
Lesson Component 1 (Lesson Short Review)
Time: 7 minutes
Questions :
90
1. (i) Complete: An acute angle measures less than _____
degrees.
(ii) Complete: An obtuse angle measures between_____90
180degrees.
degrees and______
360 degrees.
2. (i) The measures of angles at a point add to_____
equal
(ii) The measures of vertically opposite angles are________.
3.

Find 𝑥 and 𝑦.
(𝑥 + 20)° = 80° (vertically opposite angles)
𝑥 = 60
(𝑦 − 20)° + 80° = 180° (angles on a straight line)
𝑦 + 60 = 180
𝑦 = 120
Lesson Component 2 (Lesson Purpose/Intention)

We can use what we have learned in our study of


geometry to help us solve real-life problems. Today
we will use our knowledge of angles at a point and on
a straight line in finding the solutions to such
problems.
Lesson Component 3 (Lesson Language Practice)

Key words/terms are:

adjacent, angles at a point, intersecting,


measure, right angle, straight angle, vertically
opposite.
Lesson Component 4 (Lesson Activity)
Time: 25 minutes
Part 4A (Stem for Items 1 and 2)

Max is a designer and is creating designs for the entry


to a new building. He needs to know the measures of
all the angles that he uses in his designs and to know
their relationships with other angles in the designs.
The diagrams below show parts of Max’s designs.
Part 4B Item 1 Questions
1. (i) What types of angles are a pair of angles that together
make a right angle?
(ii) In Diagram 1, ∠ 𝐷BC = 20°. Find the measure of ∠ 𝐴BD
2. In Diagram 2,
(i) find the value of 𝑥.
(ii) What type of angle is ∠ 𝐸HG?
3. In Diagram 3, find the value of 𝑥 and the measure of
∠ 𝐾OM and ∠ 𝐽OM.
Part 4B Item 1 Questions
1. (i) What types of angles are a pair of angles that together
make a right angle?
A pair of angles that together make a right angle
are complementary angles.
(ii) In Diagram 1, ∠ 𝐷BC = 20°. Find the measure of ∠ 𝐴BD
∠ 𝐴BD = 90° − ∠ 𝐷BC
= 90° − 20°
= 70°
Part 4B Item 1 Questions
2. In Diagram 2,
(i) find the value of 𝑥.
∠ 𝐸HF, ∠ 𝐹HG and ∠ 𝐸HG together form
an angle of revolution (360°). Therefore,
110° + 80° + 𝑥° = 360°
𝑥° = 360° − 190°
𝑥 = 170
(ii) What type of angle is ∠ 𝐸HG?
∠ 𝐸HG is an obtuse angle
Part 4B Item 1 Questions
3. In Diagram 3, find the value of 𝑥 and the measure of
∠ 𝐾OM and ∠ 𝐽OM.
Since 𝐽K and 𝐿M are straight lines, ∠ 𝐽OL and ∠ 𝐾OM are
equal vertically opposite angles.
Therefore, (3𝑥 + 35)° = (110 − 2𝑥)°
3𝑥 + 2𝑥 = 110 − 35
5𝑥 = 75
𝑥 = 15
∠ 𝐽OL and ∠ 𝐾OM = (3𝑥 + 35)° (𝑜r (110 − 2𝑥)°)
= (3(15) + 35)°
= 80°
∠ 𝐽OM and ∠ KOM are also equal vertically opposite angles
and equal supplements to ∠ 𝐽OL and ∠ 𝐾OM respectively,
because they lie on the straight line 𝐿M.

∠ 𝐽OM = ∠ 𝐾OL = 180° − 80° = 100°


Part 4C Item 2 Questions
1. (i) What type of angles are a pair of angles that together
make a straight angle?
(ii) In Diagram 4, ∠ 𝑆QR = 65°. Find the measure of ∠ 𝑃QS.
2. In Diagram 5,
(i) find the value of 𝑥?
(ii) What type of angle is ∠ 𝑉ZW?
3. In Diagram 6, find the measure of each of the four angles.
Part 4C Item 2 Questions
1. (i) What type of angles are a pair of angles that together
make a straight angle?
A pair of angles that together make a straight angle are
called supplementary angles.
(ii) In Diagram 4, ∠ 𝑆QR = 65°. Find the measure of ∠ 𝑃QS.
∠ 𝑃QS + ∠ 𝑆QR = 180° (∠ PQR is a straight angle)
∠ 𝑃QS + 65° = 180°
∠ 𝑃QS = 115°
Part 4C Item 2 Questions
2. In Diagram 5,
(i) find the value of 𝑥?
𝑋ZV + ∠ 𝑉ZW + ∠ 𝑌ZV = 180° (∠ 𝑉ZW is a straight angle)
𝑥° + 3𝑥° + 𝑥° = 180°
5𝑥 = 180
𝑥 = 36
(ii) What type of angle is ∠ 𝑉ZW?
∠ 𝑉ZW = 3𝑥° = 3 × 36° = 108°
Therefore, ∠ 𝑉ZW is an obtuse angle.
Part 4C Item 2 Questions
3. In Diagram 6, find the measure of the four angles.
∠ 𝐴OC = ∠ 𝐵OD
(vertically opposite angles)
(84 − 𝑥)° = (100 − 3𝑥)°
3𝑥 − 𝑥 = 100 − 84
2𝑥 = 16
𝑥=8
Therefore, ∠ 𝐴OC = (84 − 𝑥)°= (84 − 8)° = 76° = ∠ 𝐵OD
∠ 𝐴OB + ∠ 𝐴OC = 180° (∠ 𝐵OC is a straight angle)
∠ 𝐴OB + 76° = 180°
∠ 𝐴OB = 104°
= ∠ 𝐶OD (vertically opposite angles)

Therefore, ∠ 𝐴OC = 76°; ∠ 𝐵OD = 76°, ∠ 𝐴OB = 104°,


∠ 𝐶OD = 104°
Lesson Component 5
(Lesson Conclusion/Reflection)
Time: 5 minutes
o What do you think were the key mathematical
concepts addressed in this lesson?
o Would you rate your level of understanding of
the material covered as high, moderate, or
low?
Lesson Component 5
(Lesson Conclusion/Reflection)
o What do you think were the key mathematical
concepts has the lesson helped you gain further
insight into aspects of the material covered that
represent strengths or represent weaknesses?
o What would you describe as the main barriers,
if any, to your ongoing progress and
achievement in relation to the topic area
addressed in this lesson?

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