Students will be able to apply properties of angles and triangles to solve problems.

Students will take a step back and recall all the relationships between angle pairs and triangles.

10 minutes

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (**Instructional Strategy - Process for openers**). This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can identify relationships between angles and use those relationships to solve problems. I understand can apply the triangle inequality theorem to determine if sets of side lengths can form a triangle.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

55 minutes

**Notes: **To begin the meat of the lesson, we will go over a few key ideas regarding angle and triangle relationships: rules for sides/angles, supplementary, complementary, and vertical. Students will then work with their table groups to solve 9 problems.

**Sample Test Questions**: I am going to present this portion of the lesson as a table challenge. Kids are SICK of doing sample test questions, but candy certainly sweetens the deal! In an effort to elicit participation from all students, we will use white boards to conduct the challenge – so each table can earn a point for every correct response. This activity does bring in mathematical practices 1, 2, 6, and 7 (**MP1, MP2, MP6, MP7**) as students are required to make sense of the verbiage of the sample test questions, reason abstractly to formulate equations based on known relationships, attend to precision, and make use of structure when solving equations.

2 minutes

**Table Discussion:**(**Instructional Strategy - Table Discussion**)