Welcome!
Please do the following:
1) Pick up Entry Ticket from the side shelf.
2) Take out HW #3.
3) Take out U1L2 and U1L3 notes.
Homework:
o Print U1L4 Notes.
o HW #4 Pg. 17 #14-18, 20-27, 31-33
o HW #5 Pg. 24 #1-3, 11, 19-22
Updates: Unit 1 Quiz 1 is Thursday/Friday (1.1-1.3)
3° Due – 8/21
4° Due – 8/22
Agenda
1)
2)
3)
4)
5)
6)
Entry Ticket
Review HW #3
U1L2
Write to an Absent Student
Begin U1L3
Notecards
Entry Ticket
Review HW #3
Pg. 9 #9-12, 18-22, 31-34
(10) M
(12)
(22) a. Top of stack
b. String
c. Grid formed by string
(18) G, F, or J
(32) N
(20)
(34) S
Review HW #3
Continuation of Guided Notes
Postulate
o A statement that is accepted as true without proof.
o This is also referred to as an axiom.
Learning Objective
By the end of this period you will be able to:
o Find the length or midpoint of a segment.
o Name and classify angles.
1.2 Measuring Segments
On your guided notes, take 30 seconds to write down all that you
know about distance.
Now that you have had time to think independently lets share what
you came up with.
o Can distance be negative?
o If I go from Leland to Starbucks and then from Starbucks to
Leland, what do we know about the distance?
Distance
o The absolute value of the difference of two points.
• Absolute value is represented by bars, | |.
• Makes all numbers inside the bars positive.
1.2 Measuring Segments
Practice: Find each length.
(a) XY
Z
X
Y
(b) XZ
(c) ZY
**Note: When discussing length, we do not include the bar for line
segments. No bar tells us we have a measurement.
1.2 Measuring Segments
C
N
D
M
If I were to measure segments DC and MN they would have the same
length.
Since we have two lengths that are the same and they are the same
shape we have congruent segments.
1.2 Measuring Segments
C
N
D
M
Congruent
o Same shape and same size (length).
o We denote same lengths with tick marks (as seen in red).
o The symbol for congruence is ≅.
• DC ≅ MN
What do you predict a non-example of congruence would be? Draw
it in the box provided on your guided notes.
1.2 Measuring Segments
(2) Practice: Attempt the word problem. Label each piece of the
diagram first, then answer the question.
(a) The total length of the stage is 76 feet. If the trap doors are
centered across the stage, what is the distance from the left side
of the stage to the first trap door?
(b) How wide are the trap doors?
1.2 Measuring Segments
You just used the Segment Addition Postulate!!
1.2 Measuring Segments
(3) Practice: Find the length of the indicated segments.
(a) M is between N and O. Find NO.
(b) E is between D and F. Find DF.
o Why didn’t I place a line over NO and DF?
1.2 Measuring Segments
With distance we always discuss midpoint.
Scenario: Charlie is positioned at the midpoint between C-5 (Ms.
Swenson's room) and G-1 (Mr. Clarkes room). Where on the Leland
map do you predict Charlie will be?
1.2 Measuring Segments
1.2 Measuring Segments
Midpoint
o In the middle or center.
o Bisects the distance between two points.
• Bisect means to cut in half or to divide into two congruent
pieces.
1.2 Measuring Segments
(4) Practice: Sketch a diagram for each problem. Solve for the
indicated length.
(a) D is the midpoint of EF, ED = 4x + 6, and DF = 7x – 9. Find ED, DF,
and EF. E
D
4x + 6
F
7x – 9
(b) S is the midpoint of RT, RS = –2x, and ST = –3x – 2. Find RS, ST,
and RT. R
S
T
–2x
–3x – 2
Write to an absent student
In the space provided on the guided notes write to an absent student
and explain one main concept you learned today.
You may provide examples, you may describe, or even draw pictures.
Go find another student with the same seat number as you in the
classroom share with them what you wrote.
1.3 Measuring Angles
We have discussed segments, now lets begin our discussion on angles.
Take out your whiteboards. On your whiteboard draw what you picture
an angle to be.
On your whiteboard, shade where the interior of the angle would be.
What type of lines create an angle?
How do you predict we can name the angle?
1.3 Measuring Angles
Vertex
o Formed by two rays (in this case, RS and RT), or sides, with a common
endpoint (in this case R).
Naming an angle
o By the vertex
– Can only do this if you have a single angle
(it cannot be connected to another).
R
o A point on a ray, the vertex, followed by a
point on the second ray.
– Can do this with any angle.
o By a number
– If a number is given on the interior of an angle.
1
1.3 Measuring Angles
(1) Practice: Write all the different ways you can name the angles in
the diagram.
1.3 Measuring Angles
Now that we can name any given angle, lets look at the types of angles!
Whiteboards
On your whiteboard identify if the measure of the angle is acute, right,
obtuse, or straight.
1)
2)
3)
4)
5)
6)
59°
89°
180°
1°
156°
90°
Study Tools
When we finish lessons early we are going to focus on study tools.
Why?
From my previous experience as a teacher most students perform
poorly on assessments (quizzes or tests) because they do not know how
to study. I will teach you all how to prepare and to use your resources to
become successful students!
Study Tools
Study Tool Topic – How to use notecards effectively
• Write your own definitions… Do Not Copy Out of the Book
• Go through your deck of cards and create a pile of what you know and
don’t know. When you have 7 cards that you don’t know stop and go
through those 7 cards until you are comfortable with them.
– Why 7? Your short-term memory can only hold 7 plus or minus an item.
The more you chunk your items in 7 the easier it is for your long term
memory to store it for future use.
• What should you write on notecards? Anything you are unsure of or do not
want to forget! You can draw pictures or write words or both! These are
yours so it must help you study not me.
I will provide 15 cards per table. Please begin creating your notecards. If you
need help in choosing items or how to write your own definitions please ask
me or your tablemates.
Study Tools
Switch notecards with another tablemate.
Do you think anything is incorrect on your peers notecard? If so
discuss with tablemates to check. If you are still unsure ask me!
Peer Study!