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Students will be able to evaluate real world situations to find angle sums and differences.
- Pick three students and secretely share that you will position yourselves in the form of a square. Demonstrate tossing the ball to one another clockwise along the perimeter of the square.
- Ask your observing students 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 each length of the ball's path, 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 map to images 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 when two angles are added angles they make a sum. 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.
- 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.