# Angle Pairs

Lesson 10 of 14

## Objective: Students will investigate relationships between angle pairs.

#### Launch

*10 min*

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener – **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. For today’s lesson, the intended target is “I can use angle relationships to set up equations and solve for missing values.” 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

*45 min*

Angle Pairs Notes: I am going to start the lesson with some notes on angle pairs - what are vertical, supplementary and complementary angles? What do they look like? I am also going to take a few minutes allowings students to identify and name angles - I find that naming angles is something that students are not fluent with, and I want to cultivate this skill. Next, we will move into setting up equations to solve for missing values in angle pairs. It will be important that students are able to identify what type of angle pair they are looking at so that they set up the correct equation - essentially, they are taking what they know seperately (equations and angle pairs) and using it to solve new problems (**MP 7**). We will work on a variety of practice problems in class.

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#### Summary + Homework

*5 min*

**Table Discussion: **Angle Pairs Summary Video

**Angle Pairs Homework:** Though I am not a huge fan of assigning homework the day I teach something, I have found that these particular problems take a lot of practice to get right - not neccessarily the solving the equation part, but rather the determining what relationship the angle pair has. Thus, I am going to ask that students write either 90, 180, = next to each problem (which lets me know if they are able to identify the correct relationship), and then I am going to ask that they solve only 3 of the problems - one of each type.

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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: Scale Drawings
- LESSON 2: Scale Drawings - Fluency Practice
- LESSON 3: Scale Factor
- LESSON 4: Scale Factor - Fluency Practice
- LESSON 5: Scale Drawings - Area and Perimeter
- LESSON 6: Scale Drawings Review
- LESSON 7: Scale Drawings Test
- LESSON 8: Geometric Drawings
- LESSON 9: Triangle Inequality Theorem
- LESSON 10: Angle Pairs
- LESSON 11: Interior Angles of a Triangle
- LESSON 12: All Angle Relationships - Fluency
- LESSON 13: Geometric Figures Review
- LESSON 14: Geometric Figures Test