Students will be able to evaluate real world situations to find angle sums and differences.
Introduction (5 minutes)
- Pick three students to toss a ball to in a way that it comes back to you along a square path. Demonstrate with appropriate instructions.
- Ask your class to identify the shape of the path of the tossed ball and repeat as needed to get a correct response.
- Explain that students will be be investigating the way lines, like the ones that made the square, make angles when they meet.
Explicit Instruction/Teacher Modeling (5 minutes)
- Look over the standard angle measurements with your class and preview the Baseball Field Angles #2 worksheet. Make sure to clarify how terms correspond to items on the worksheet.
- Note academic vocabulary for the following terms:
- Angle: The shape of two lines that connect.
- Point: A single place on a line.
- Vertices: A place where two lines intersect.
- Demonstrate the first exercise, noting how two added angles are additive. Explain that when the angles are put together, the sum of both angle measurements is equal to one larger angle measurement.
Guided Practice/Interactive Modeling (5 minutes)
- Lead the class through the second exercise, taking care to note how the angles are identified and named.
Independent Working Time (15 minutes)
- Allow students to work in pairs or small groups on remaining exercises.
- Assist with leading questions and redirect students' queries to the angle poster and previous examples.
- Prepare a model of the folded paper angles (using the Folding for Angles worksheet) with angles labeled.
- Students can work in small groups on a poster to present the exercise from the worksheet.
Assessment (5 minutes)
- Circulate the room during independent work time to note student understanding of angle measurements by modeling them with their arms. Students can show added angles by combining their angle with a partner.
Review and Closing (10 minutes)
- Discuss the exercise from the worksheet. Share student explanations with the class, and be sure to encourage compliments and observations that use geometry terms from the lesson.