SWBAT review challenging problems and apply the lessons learned about angles to solve problems.

Students need directed feedback to help understand the content they are learning in class.

10 minutes

When students enter the room, I have the two problems from the previous exit ticket on the board. I give students a few minutes to discuss their thinking and strategies around each problem. Then, I lead the conversation. I share the answers to each question and the lessons I learned about their misconceptions with respect to the problems.

For example, many students confused vertical angles with angles formed by a common line and two line segments (see the outer two angles on question 1):

Students who made this assumption assumed that <AEB and <DEC were congruent. Although these angles *look* congruent, we need to help students see that we don't *know* they are congruent.

35 minutes

After we review the basic ideas around the two questions from the previous day's exit ticket, we discuss the next steps in this Super Practice process using the Super Practice Checklist - Topics 27-28.

My students now know the answers and they have seen at least one strategy for solving each question. At this point they are in a position to help each other address misconceptions that were present during yesterday's class. The next steps are to conference with one of the teachers. During conferences, my co-teacher and I ask students to dive a bit deeper into mistakes they made on Exit Ticket 27.

After the conference, we give students a list of "follow up" problems. Here they are:

The idea is to see if the cycle of work, discussion, and conference students to improve their understanding of a topic. We ask students to try these problems (usually mild) and then check their answers using an answer key that is provided in class or online.

15 minutes

The ending of this lesson is always crafted as a reflection on the conferencing sessions. I help them think about their success and struggles around a topic. We use this time to identify common misconceptions and share various strategies. The exact routine for the summary always varies, but I might post a new problem on chart paper and have them write their strategy or advice on a sticky note and post their thoughts next to the problem.

Since this lesson covers specific aspects of supplementary and complementary angles, I give them problems very similar to the exit ticket. I can do that quickly by giving them sketches of the angle diagram they saw at the start, but "tilt" the angles slightly to justify new values. By increasing or decreasing certain angle values, I can estimate with new numbers and give them similar problems to try.