## algebra transversals.pptx - Section 3: Summary

*algebra transversals.pptx*

*algebra transversals.pptx*

# Angles and Algebra

Lesson 11 of 16

## Objective: SWBAT use algebra to model relationships involving angles and apply techniques to solve equations.

#### Lesson Introduction

*15 min*

I start this lesson by reviewing problems from the previous lesson on triangle angle sums. I often review the problems if a class was short on time and I always review the triangle sum proof, because it is something I want them to take with them in all their angle investigations.

Then I give them a few sample angle algebra problems before they spend time with their partner working on the problem set for the lesson

Here is a cache of lesson resources that I use to open today's lesson: algebra intro.pptx.

#### Resources

*expand content*

#### Problem Set

*30 min*

For this portion of the lesson, I encourage students to work in partnerships on a collection of algebra angle problems that I downloaded from the website jmap.org. The site was designed specifically for New York State Regent's exams, but they can be used for any curriculum. The problem sets are great and worksheets are easy to download in bundles.

I like to give each partnership an Angles and Algebra sheet and I put the answers in two sections of the room. I ask students to get up and check their answers every 5 problems or so to mark their progress. This helps them identify a misconception without my help. I find that this strategy helps students avoid moving through a whole set of problems without recognizing that their ideas aren't exactly working out.

**Worksheet with answer key**: angles and algebra with answers.pdf

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#### Summary

*15 min*

During the partner work I circulate. I highlight and make note of especially useful errors and ideas. During the summary I write these down and use them to encourage class discussion. I use a presentation of the problems from the algebra problem set to focus the class's attention.

The summary discussion goes beyond just showing solutions to problems. Instead, we are either affirming or refuting ideas that students applied during the lesson. If there are problems that most students struggle with, we start by reviewing those. I try to discuss what students found difficult and see how others would suggest they overcome that obstacle.

#### Resources

*expand content*

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- UNIT 1: Starting Right
- UNIT 2: Scale of the Universe: Making Sense of Numbers
- UNIT 3: Scale of the Universe: Fluency and Applications
- UNIT 4: Chrome in the Classroom
- UNIT 5: Lines, Angles, and Algebraic Reasoning
- UNIT 6: Math Exploratorium
- UNIT 7: A Year in Review
- UNIT 8: Linear Regression
- UNIT 9: Sets, Subsets and the Universe
- UNIT 10: Probability
- UNIT 11: Law and Order: Special Exponents Unit
- UNIT 12: Gimme the Base: More with Exponents
- UNIT 13: Statistical Spirals
- UNIT 14: Algebra Spirals

- LESSON 1: Developing Right and Straight Angle Intuition
- LESSON 2: Create Problems with Right and Straight angles
- LESSON 3: Why Are Vertical Angles Equal?
- LESSON 4: Create Vertical Angle Problems
- LESSON 5: Developing Transversal Intuition
- LESSON 6: Create Transversal Problems
- LESSON 7: Why Do Triangles Have 180 Degrees?
- LESSON 8: Walking Around a Triangle
- LESSON 9: Defining Key Angle Relationships
- LESSON 10: Triangle Sum Theorem Proof
- LESSON 11: Angles and Algebra
- LESSON 12: Super Practice with Angle Values
- LESSON 13: Super Practice with Angle Values - Feedback session
- LESSON 14: Super Practice with Angles and Algebra
- LESSON 15: Super Practice with Angles and Algebra - Feedback Session
- LESSON 16: My Little Transversal: A multi-day project lesson