Reflection: Student Led Inquiry Proving It - Section 1: Do Now


For this Do Now question, my students came up with a plethora of relationships between angles 1 and angles 2.  We had a long list of terms that showed the relationship between these, including supplementary, a linear pair, and adjacent.  After going through this list, we talked about what are the most important ideas (or which ideas tell us more information!).  We had a great conversation about this, and it seemed to clarify for students the hierarchy of concepts to know.  

My students said things like, "It seems like it's good to know that the angles are next to each other but knowing that angles are congruent seems more helpful."  Another student added on, "If you know that two angles are on a line then they add up to 180.  If those angles are congruent though you could find the actual measurement of the other angle."  

I also added in angle 3 right across from angle 1, and extended this conversation to include vertical angles and then all supplementary angles.  Overall, a great way to get my students thinking about how angles relate to each other!

  Lots of Ideas!
  Student Led Inquiry: Lots of Ideas!
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Proving It

Unit 2: Line-sanity!
Lesson 1 of 9

Objective: SWBAT use geometry and algebra properties to prove mathematical concepts.

Big Idea: This lesson begins to builds students understanding of proofs using Algebra and Geometry.

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