Finding Angles using Project Interactive

Transcription

1 The ollege at rockport: State University of New York igital Lesson Plans MST Institute Finding ngles using Project Interactive Karie Shaw The ollege at rockport Follow this and additional works at: Part of the Physical Sciences and Mathematics ommons, and the Science and Mathematics Education ommons Repository itation Shaw, Karie, "Finding ngles using Project Interactive" (2006). Lesson Plans This Lesson Plan is brought to you for free and open access by the MST Institute at igital It has been accepted for inclusion in Lesson Plans by an authorized administrator of igital For more information, please contact

2 Karie Shaw Math 8 Standards: 8.G.1 Identify pairs of vertical angles as congruent 8.G.4 etermine angle pair relationships when given two parallel lines cut by a transversal. 8.G.5 alculate the missing angle measurements when given two parallel lines cut by a transversal. 8.G.6 alculate the missing angle measurements when given two intersecting lines and an angle Materials: Laptop Overhead screen L projector ell Work: Students will revisit right, straight, obtuse, acute, vertical, complimentary, and supplementary angles. Essential Question: How do we identify the different angle relationship when you have two parallel lines cut by a transversal? Objective: Students will be able to identify the following angle relationship. lternate interior angles lternate exterior angles djacent angles Same-side interior Same side exterior orresponding angles djacent angles Teacher irective Lessons: Given several two parallel lines cut by transversal students will practice drawing the zigzag to determine the two pairs of four congruent angles. (Example below) When illustrating the zigzag draw a line connecting 1 and 4. raw a second line connecting 4 and 5. raw the third line connecting 5 and 8. The three connected lines should look like a zigzag or a crooked Z. Follow the same procedure for the remaining four angles.

3 E F The students will then be asked to complete the guided worksheet practicing the zigzag in preparation of working with project accelerate. fter attempting to complete the worksheet independently, the teacher will go over the worksheet and answer any misconceptions the students may have or redefine any vocabulary terms before taking them to the computer lab. Work Time: Students will be instructed to log on to the computer, click on internet explore where they will input the following address. ddress: This is a model of two parallel lines cut by a transversal. They will use the model to identify right, obtuse, acute, vertical, corresponding, supplementary, alternate-interior, alternate exterior, same-side interior, same-side exterior, and adjacent angles. losure: fter the computer lab, students will return back to the classroom where they will be expected to complete the following worksheet to be handed in for an assign grade (see attachment). Extension: For homework students are expected to complete the following worksheet with 95% accuracy (see attachment). The teacher will be able to assess her lesson based on the individual grades. Teacher will adjust the lesson based on the class average.

4 Name: Math 8 ate: Practicing drawing the zigzag 1a) Using the zigzag method name the two pairs of four congruent angles. E F Name the four congruent angles: Name the four congruent angles: b) Using the diagram above if the angle measurement of 1 is 65. Name the three other angles that have the same measurement. c) Since 1 and 2 are supplementary angles. What is the supplement of 65? d) What are the measurements of ' s 2,3,6,& 7. e) The measurement of 5 represents what type of angle?

5 f) The measurement of 6 represents what type of angle? g) What do you notice about the angle measurement of the same-side exterior? h) What do you notice about the angle measurement of the same-side interior? 2a) Using the zigzag, answer the following questions. E F What is the angle relationship between 2 and 3. What is the angle relationship between 3 and 6. What is the angle relationship between 6 and 7. What is the angle relationship between 2 and 7. What is the angle relationship between 2 and 6. b) Looking at the diagram above, what type of angle is the measurement of 4.. c) What do you notice about angles that are adjacent? Explain:

6 Name: Math ate: ell work Name the types of angles that are drawn below in the space provided. 1) 2) NS: E F NS: 3) I K J NS: 4) V W NS:

7 In the space provided give a degree measurement that represents the following types of angles. 5) cute: 6) Straight: 7) Right: 9) Obtuse: Name the complement of each angle degree below. 10) 23, 11) 85, Name the supplement of each angle degree below. 12) 142, 13) 105, 14 ) Given the m E is 117, find the following. E a) m E b) m c) m E

8 Name: Math ate: lass work 1) If the m GJ is 65, find the degree measurement of the remaining 7 angles. G m GJ : m JK : 65 J m JK : m KJ : K m KJ : m HK : H m HK : 2) If the m JK is 52, find the degree measurement of the remaining 7 angles. G J 52 K H m JG : m GJ : m JK : m KJ : m JK : m HK :

9 m KH : 3a) If the m EJ is 104, find the degree measurement of the remaining 7 angles. E m EG : m HG : 104 m HG : m GH : G m GH : m FH : H m HF : F b) What is the relationship between EG and HF? c) Name two pairs of supplementary angles. d) Identify one pair of alternate interior angles. e) Explain why G & H are supplementary angles. f) Explain how to identify corresponding angles. g) In the diagram above, name the angle degree of the acute angle. h) In the diagram above, name the angle degree of the obtuse angle. i) What is the sum of the acute and obtuse angle?

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11 Name: Math ate: Homework Lines and ngles Fill in the blank with an angle N GX E and are alternate interior angles QL KF KZH and are vertical angles PQ EH QLJ and are alternate interior angles HJ E ZUJ and are vertical angles KP TX KSE and are corresponding angles UL KF HZL and are alternate exterior angles

12 E RZ SQ and are alternate exterior angles JU YF UH and are corresponding angles LP M KFM and are vertical angles