## Reflection: Connection to Prior Knowledge Equations in Geometry - Section 2: Beginning the New Activity

This activity was a good vocabulary and notation review for my students.  We discussed during student presentations what it meant to be complimentary and supplementary angles because most of my students had forgotten the vocabulary.  We also used the opportunity to discuss notation for naming angles and figures such as triangles.  The equations were simple for most students to create especially my visual students who sometime struggle with the abstractness of word problems.  The visual students excelled at understanding why the expressions added together are equivalent to 90 or 180 degrees.  The fractions were by far the hardest part of the equations.  I admit I went a little overboard on a few of the fractions especially with ones that included three different fractions each with different denominators.  I really wanted to ht the fractions with this activity since it falls at the end of the unit and working with equations should be mastered by now.  I try to use fractions more now than I used to because it has been proven to be a big factor in whether or not a student excels or struggles in math.  If you feel the fraction are too much for your students you could easily adjust the level of difficulty by changing the coefficients to integers.

Connection to Prior Knowledge: Design - Connection to Prior Knowledge

# Equations in Geometry

Unit 3: Solving Linear Equations in One Variable
Lesson 20 of 29

## Big Idea: Give context to multi-step equations while also reviewing basic geometry properties of two dimensional figures - it's a two-fer!

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1 teacher likes this lesson
Standards:
Subject(s):
Math, solving equations, Algebra, Geometry, 8th grade math, aglebra, master teacher, application of equations
50 minutes

### Christa Lemily

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