Download Januar 5-9, 2015

JH MATH LESSON PLAN
Monday, January 5, 2015
Standards: MA10-GR7-S.4-GLE.1
MA10-GR7-S.4-GLE.2
Unit Title:
3D REQUIRED
Inquiry Question:
 Why is pi important?
 How many two dimensional shapes can you make by slicing a threedimensional object?
Unit Strands: GEOMETRY
Concepts:
 Angles, Drawing tools (ruler, protractor)
I Can:
 Describe and define angles
 Classify different kinds of angles as acute, obtuse, right and straight angles
 Measure angles using a protractor
Learning Activities:
1. Conduct a review and drill on topics missed in finals.
2. Show different kinds of basic geometric figures and angles through pictures
and real life objects in a PowerPoint presentation.
3. Ask pupils what real life objects are examples of acute, obtuse , right and
straight angles.
4. Let pupils know how to name each angle.
5. Discuss how to measure angles using a protractor. L
6. Let pupils measure each angle and with a pair, ask if they have similar
answers given a seatwork.
7. For closure, ask pupils what are the different kinds of angles and how to
measure
Assignment:
Vocabulary: acute, obtuse, right and straight angles, vertex/vertices
Assessment: Worksheet and seatwork
Tuesday, January 6, 2015
Standards: MA10-GR7-S.4-GLE.1
MA10-GR7-S.4-GLE.2
Unit Title:
3D REQUIRED
Inquiry Question:
 Why is pi important?
 How many two dimensional shapes can you make by slicing a threedimensional object?
Unit Strands: GEOMETRY
Concepts:
 Angles, Drawing tools (ruler, protractor), Complementary, Supplementary,
Adjacent
I Can:
 Describe and identify different kinds of angles
 Measure and construct angles using a protractor
 Use facts about supplementary, complementary angles in a multi-step
problem to write and solve simple equations for an unknown angle in the
figure.
Learning Activities:
1. Conduct a review on identifying different kinds of angles.
2. Discuss how to construct angles using a protractor and ruler.
3. Let pupils draw two different pairs of angles on a scratch paper.
4. Ask pupils what they have noticed with the sum of each pair of angles.
5. Let pupils describe the difference between each pair. Then, define
supplementary and complementary angles.
6. Show pictures of pairs of angles and let pupils identify if it’s complementary
or supplementary angles.
7. Conduct a seatwork and let pupils identify if it’s a complementary or
supplementary angles.
8. For closure, let pupils define again what complementary and supplementary
angles are.
Assignment:
Vocabulary: supplementary, complementary angles
Assessment: Worksheet and seatwork
Wednesday, January 7, 2015
Standards: MA10-GR7-S.4-GLE.1
MA10-GR7-S.4-GLE.2
Unit Title:
3D REQUIRED
Inquiry Question:
 Why is pi important?
 How many two dimensional shapes can you make by slicing a threedimensional object?
Unit Strands: GEOMETRY
Concepts:
 Angles, Drawing tools (ruler, protractor), Complementary, Supplementary,
Adjacent
I Can:
 Use facts about supplementary, complementary angles in a multi-step
problem to write and solve simple equations for an unknown angle in the
figure.
Learning Activities:
1. Conduct a review and drill using page 355 of the pupils’ books.
2. Conduct a drill on solving for the missing terms given an algebraic
equation.
3. Show how to solve for the missing angle given a pair of supplementary
and complementary angles in a visual representation and word problems
through algebraic method.
4. Conduct a whiteboard activity
5. Give a seatwork on solving for the missing angle given a pair of
complementary and supplementary angles.
6. For closure, ask pupils how to compute for missing angles given a pair of
supplementary and complementary angles.
Assignment:
Vocabulary: acute, obtuse, right, straight, supplementary and complementary
angles
Assessment: seatwork and whiteboard activity
Thursday, January 8, 2015
Standards: MA10-GR7-S.4-GLE.1
MA10-GR7-S.4-GLE.2
Unit Title:
3D REQUIRED
Inquiry Question:
 Why is pi important?
 How many two dimensional shapes can you make by slicing a threedimensional object?
Unit Strands: GEOMETRY
Concepts:
 Complementary, Supplementary, Adjacent, Vertical and Congruent Angles
I Can:
 Use facts about supplementary, complementary, vertical and adjacent angles
in a multi-step problem to write and solve simple equations for an unknown
angle in the figure.,
Learning Activities:
1. Conduct a drill on finding a missing term given an algebraic equation.
2. Conduct a review on identifying different kinds of angles.
3. Give a worksheet on vertical angles. Let pupils determine the measurement of
each angle using a protractor.
4. Let pupils identify characteristics and draw out conclusions from the
measurement of each angle.
5. Generalize the rule of vertical and adjacent angles.
6. Conduct a whiteboard activity.
7. For closure, ask pupils to look at their assignment and ask questions about it.
Assignment: Vertical Angles’ Homework
Vocabulary: supplementary, adjacent, vertical and congruent angles
Assessment: Worksheet and assignment
January 9, 2015 (FRIDAY)
Standards: MA10-GR7-S.4-GLE.1
MA10-GR7-S.4-GLE.2
Unit Title:
3D REQUIRED
Inquiry Question:
 Why is pi important?
 How many two dimensional shapes can you make by slicing a threedimensional object?
Unit Strands: GEOMETRY
Concepts:
 Complementary, Supplementary, Adjacent, Vertical and Congruent Angles
I Can:
 Use facts about supplementary, complementary, vertical and adjacent angles
in a multi-step problem to write and solve simple equations for an unknown
angle in the figure.,
Learning Activities:
1. Discuss the correct answers from the assignment.
2. Give a math mate activity on the first page and a vertical angle activity on the
second page.
3. After the activity, discuss difficult items.
Assignment:
Vocabulary: supplementary, adjacent, vertical and congruent angles
Assessment: Math Mate/Seatwork Activity