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# Special angle pairs

Lesson 1 of 9

## Objective: SWBAT identify special angle pairs and determine angle measurements.

## Big Idea: Set the foundation for logical reasoning by providing basic proofs of theorems about complementary, supplementary, and vertical angles.

*75 minutes*

#### Warm Up

*10 min*

Each day, students complete a Warm Up that usually consists of spiraling the previous day's material, in addition to older material. Warm-up problems also sometimes extend lessons that students have encountered before to more unfamiliar contexts.

In today's warm-up, because it is the first lesson of a new unit, I review the Homework instead to maximize time in introducing a new concept. The HW on a unit assessment day is generally spiraled review of previous topics, so it is a nice review of older material that improves retention over the course of the year.

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#### Huddle

*10 min*

For the huddle for this lesson, I really like to go over Silver Problem 5 in detail. The primary lesson I want them to learn is the elegant logical structure that underlies the whole endeavor of geometry. I push students to not only identify the correct answers, but the logic behind each measurement. I also make clear that there is more than one way to prove the measure of each angle... another beautiful element in math.

In this particular problem, I really stress the vocabulary to identify each angle. Getting kids fluent in the vocabulary of, especially, congruent and supplementary, is absolutely critical as this unit develops. I keep pushing kids until they use the correct vocabulary, and then sometimes I even do an activity where I have kids close their eyes and I say something related to the definition, and they call out the vocabulary words.

For example:

**Me**: Angles that sum to 180 degrees.

**Students**: Supplementary!

**Me**: Angles that are opposite of each other and congruent.

**Students**: Vertical!

#### Resources

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#### Homework

*15 min*

HW89 Special angle pairs is to be completed at home and should take students approximately 15 minutes.

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*Responding to Katelynn Patterson*

Katelynn - thanks so much for your kind words. I am glad that you are finding the lessons helpful! Feel free to reach out with any other feedback, thoughts, or questions.

Happy teaching,

Jeff

| 2 years ago | Reply##### Similar Lessons

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- UNIT 1: FLUENCIES AND THE LANGUAGE OF ALGEBRA
- UNIT 2: SOLVING LINEAR EQUATIONS
- UNIT 3: INTRODUCTION TO FUNCTIONS
- UNIT 4: INTERPRETING AND COMPARING LINEAR FUNCTIONS
- UNIT 5: SYSTEMS OF LINEAR EQUATIONS
- UNIT 6: EXPONENTS AND SCIENTIFIC NOTATION
- UNIT 7: PARALLEL LINES, TRANSVERSALS, AND TRIANGLES
- UNIT 8: CONGRUENCE AND SIMILARITY THROUGH TRANSFORMATIONS
- UNIT 9: PATTERNS OF ASSOCIATION IN BIVARIATE DATA
- UNIT 10: SLOPE REVISITED
- UNIT 11: VOLUME OF CYLINDERS, CONES, AND SPHERES
- UNIT 12: POLYNOMIALS AND FACTORING
- UNIT 13: QUADRATIC FUNCTIONS

- LESSON 1: Special angle pairs
- LESSON 2: Transversals 1
- LESSON 3: Transversals 2
- LESSON 4: Practice transversals and blast from the past
- LESSON 5: Prove interior angles of a triangle using transversals
- LESSON 6: Prove interior angles of triangles 2
- LESSON 7: Prove exterior angles of triangle
- LESSON 8: Prove exterior angles of triangles 2
- LESSON 9: Arrange 3 copies to prove interior angles of triangles