## Instructional Strategy - Process for Openers - Section 1: Launch

# End of Grade Review - Triangle and Angle Relationships

Lesson 7 of 11

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

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

*67 minutes*

#### Launch

*10 min*

**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).

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#### Explore

*55 min*

**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.

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#### Summarize

*2 min*

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

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Awesome lesson! Very concise clear notes for students to review. I love your openers also. Thank you for sharing your work.

| one year ago | Reply

I loved your EOG Review! I used it as a study guide for a quiz I gave. Thank you! I love your work and often forget to come back and comment for you. I use your material more than anyone else's. Thanks you. This is my first year teaching 7th grade, and I am grateful to be able to look for your assistance. Thank you

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

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- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: End of Grade Review - The Number System
- LESSON 2: End of Grade Review - Unit Rates
- LESSON 3: End of Grade Review: Tables, Graphs, and Equations of Proportional Relationships
- LESSON 4: End of Grade Review: Percent (TWO DAY LESSON)
- LESSON 5: End of Grade Review: Equations and Inequalities
- LESSON 6: End of Grade Review - Scale Drawings
- LESSON 7: End of Grade Review - Triangle and Angle Relationships
- LESSON 8: End of Grade Review - Circles and Composite Figures
- LESSON 9: End of Grade Review - Surface Area and Volume
- LESSON 10: End of Grade Review - Statistics and Probability
- LESSON 11: End of Grade Review - Final Mix of Questions!