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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