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UNIT PLAN- GUTIERREZ Unit Title: Angle Pair Relationships Subject/Course: 8th grade Math Estimated Timeframe: 2 weeks Bloom’s V Key Concept(s) Students will identify and justify geometric relationships, formally and informally, involving the angles created when lines intersect. Essential Questions How are vertical, supplementary, and complementary angle pairs similar? How are they different? What patterns are there in the measures of the angles that are formed when lines intersect? How can we find missing angle measures using information about those angles’ relationship to others? Full period test: Multiple choice and constructed response questions, including questions where students must explain their reasoning in written form Bloom’s SMART Objectives Assessments/Activities Summative Assessments Supporting Standards 8.G.2- Identify pairs of supplementary and complementary angles 8.G.3- Calculate the missing angle in a supplementary or complementary pair III III By the end of class, students will be able to: (1) define and discuss the differences between complementary and supplementary angle pairs (2) identify the angle measures necessary to complete a complementary or supplementary angle pair By the end of class, students will be able to: (1) find the missing angle (represented as a variable) in a complementary or supplementary angle pair, given one angle (2) use algebra to find the (1) Vocabulary emphasis: complementary, supplementary (2) Classwork and homework practice identifying whether angle pairs are complementary, supplementary, or neither (3) Classwork and homework practice identifying the missing angle in a complementary or supplementary pair (only numbers represented) (1) Classwork and homework practice identifying missing angles in comp or supp pairs, represented with pictures, ratios, and/or variables (2) Students will write their own complementary or 8.G.1- Identify pairs of vertical angles as congruent 8.G.6- Calculate the missing angle when given two intersecting lines and an angle II III values of missing angles in complementary or supplementary angle pairs, with angles expressed as expressions (3) students will write and solve equations involving ratios and finding the measures of complementary and supplementary angles By the end of class, students will be able to: (1) identify vertical angles as congruent angles formed when two lines intersect (2) find the missing angles when two lines intersect, given the measure of one angle (3) use algebra to find the values of missing angles created when lines intersect, given expressions for each angle supplementary angle pair problem involving algebra and have someone else solve it (1) Vocabulary emphasis: vertical angles, congruent, intersect (2) Classwork and homework practice identifying vertical angles and calculating missing angles (3) Linking this work back to the algebra work done when working with complementary and supplementary angles (4) Classwork (group work) and homework practice finding the missing angles when lines intersect, using algebra 8.G.4- Determine angle pair relationships when given two parallel lines cut by a transversal. IV By the end of class, students will be able to: (1) identify the names of different angle pair relationships when two parallel lines are cut by a transversal (2) identify patterns in the measures of angles (5) Exit slip quiz on unit so far (1) Vocabulary emphasis: parallel lines, transversal, corresponding angles, alternate interior angles, alternate exterior angles, same-side interior angles, same-side exterior angles (2) Classwork (group work) 8.G.5- Calculate the missing angle measurements when given two parallel lines cut by a transversal. 8.A.12- Apply algebra to determine the measure of angles formed by or contained in parallel lines cut by a transversal and by intersecting lines. IV IV V created by parallel lines and a transversal (3) find examples of specific angle pair relationships when two lines are cut by a transversal By the end of class, students will be able to: (1) find the values of all angles created when two parallel lines are cut by a transversal, given the measure of one angle (2) articulate, in writing, their reasoning in filling out the missing values by referring to specific angle pair relationships By the end of two classes, students will be able to: (1) write and solve equations in order to find the values of all angles created when parallel lines are cut by a transversal (2) justify, in writing, their use of specific equations in finding the missing angle values and homework practice identifying different angle pair types given two parallel lines cut by a transversal (1) Classwork (group work) and homework practice identifying the missing angles when two parallel lines are cut by a transversal, given one angle (2) Math Journal writing: How do you decide how to find the missing angles in this situation? What patterns do you look for? (1) Link these algebra activities to work with complementary, supplementary, & vertical angle pairs (2) Classwork (group work) and homework practice using algebra to identify missing angles when two parallel lines are cut by a transversal (3) Checking each other’s work on the equations (4)Exit slip, day 1: Sample problem, with explanation of why he or she used this particular equation to solve it (5) Students will create their own algebra problems with parallel lines and transversals, & solve in groups