Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Justifying Angle Relationships Resource ID#: 70163 Primary Type: Formative Assessment This document was generated on CPALMS - www.cpalms.org Students are asked to describe and justify the relationship between corresponding angles and alternate interior angles. Subject(s): Mathematics Grade Level(s): 8 Intended Audience: Educators Freely Available: Yes Keywords: MFAS, angle, supplementary, informal justification, transversal, corresponding angles, alternate interior angles Instructional Component Type(s): Formative Assessment Resource Collection: MFAS Formative Assessments ATTACHMENTS MFAS_JustifyingAngleRelationships_Worksheet.docx MFAS_JustifyingAngleRelationships_Worksheet.pdf FORMATIVE ASSESSMENT TASK Instructions for Implementing the Task This task can be implemented individually, with small groups, or with the whole class. 1. The teacher asks the student to complete the problems on the Justifying Angle Relationships worksheet. 2. The teacher asks follow-up questions, as needed. TASK RUBRIC Getting Started Misconception/Error The student is unable to describe the relationship between the measures of the angles. Examples of Student Work at this Level The student may correctly identify the angle pairs as alternate interior and corresponding but is unable to describ Questions Eliciting Thinking What do you know about the measures of these angles? Is it important that the lines are parallel? What do you know about the measures of any angle pair in the diagram? Instructional Implications Review the definitions of straight angle, linear pair of angles, supplementary angles, vertical angles, and transve intersected by a transversal. Provide diagrams of two lines intersected by a transversal (some of which include tw linear pairs of angles, corresponding angles, alternate interior angles, and same-side interior angles. Give the stu Allow the student to explore the relationships among the measures of angles formed by two lines and a transvers transversal and an example of two parallel lines intersected by a transversal. Ask the student to trace angles and to observe that when the lines are parallel, corresponding angles are congruent. Encourage the student to explore stating, when two parallel lines are intersected by a transversal: Corresponding angles are congruent. Alternate interior angles are congruent. Same-side interior angles are supplementary. Provide a diagram of two parallel lines intersected by a transversal with one angle measure indicated. Ask the st Consider implementing the CPALMS Lesson Plan Special Angle Pairs Discovery Activity (ID 26664), a lesson w by a transversal, or the CPALMS Lesson Plan An Investigation of Angle Relationships Formed by Parallel Line Making Progress Misconception/Error The student is unable to clearly justify the relationship between the measures of the angles. Examples of Student Work at this Level The student states that the angles in each angle pair have the same measure (or are congruent). However, the stu Questions Eliciting Thinking How did you determine the angles are equal? Do you know the names of any of the special angle pairs in the diagram? Instructional Implications Ask the student to explain how he or she determined that the angle measures are congruent. Assist the student in example, if the student used tracing paper to copy one angle and compare it to the other angle, help the student d congruence of the angles. Provide additional opportunities to justify the relationship between the measures of angles formed by parallel lin developing a logical argument. Got It Misconception/Error The student provides complete and correct responses to all components of the task. Examples of Student Work at this Level The student states that the angles in each angle pair are the same measure (or are congruent) and provides an app Traces one of the angles and places it on top of the other angle so that the vertex and both sides of the on Logically reasons that vertical angles are congruent, and when two parallel lines are intersected by a tran is congruent to since they are vertical and is congruent to since they are alternate interior (or s congruent to . Questions Eliciting Thinking You used tracing paper to copy one angle and compare it to the other. What rigid motion might describe what yo Do you know the name of this kind of angle pair? Would the measures of and (or and ) still be equal if lines m and n were not parallel? Instructional Implications If the student used a tracing paper demonstration to explain the relationship between the angle measures: Ask the student to describe a rigid motion that maps one angle onto the other. Review previously established angle relationships such as: (1) vertical angles are congruent, and (2) whe congruent. Then ask the student to logically reason about the relationship between the angle measures. Consider implementing other MFAS tasks from standard 8.G.1.5 to further explore the student’s understanding o ACCOMMODATIONS & RECOMMENDATIONS Special Materials Needed: o Justifying Angle Relationships worksheet SOURCE AND ACCESS INFORMATION Contributed by: MFAS FCRSTEM Name of Author/Source: MFAS FCRSTEM District/Organization of Contributor(s): Okaloosa Is this Resource freely Available? Yes License: CPALMS License - no distribution - non commercial Related Standards Name MAFS.8.G.1.5: Description Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.