BDA Template
Lesson Plan Template-(Inquiry)
TEACHERS:
SUBJECT:
7th grade Math
Mr. Nate Roberts
STANDARD: 7.G.B 5 Use facts about supplementary, complementary, vertical, and adjacent
angles in a multi-step problem to write and solve simple equations for an unknown angle in
a figure.
OBJECTIVE (EXPLICIT):
 Discover Triangle angle theorem and apply to multi-step problems. Use Triangle angle
Theorem to solve equations for an unknown angle.
 Discover vertical angles are congruent.
EVIDENCE OF MASTERY (MEASURABLE):
BEFORE
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):
 TSW understand that the angles within a triangle are supplementary.
KEY VOCABULARY:
MATERIALS: Assortment of different
triangles, crayons/markers, White
Supplementary
Construction paper
Complementary
Vertical
Adjacent Angles
Equation
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO
STUDENT INTEREST)
TEACHER WILL:
STUDENT WILL:
Say: I want you to think to yourselves for
the the next 30 seconds what you know
about triangles.
Think pair share when the 30 seconds is
up.
Will: Record responses on the board.
Should be able to get all type of triangle
vocab.
Today place more of an emphasis on the
angles rather than side lengths. (i.e.
obtuse,acute,right, complementary,
supplementary)
Pose the problem: Write and solve an
equation to find the measure of angle x in
the following examples.
A.
B.
Says: In geometry we have special names
for pairs of angles. Each of these has it’s
own unique relationship. Today’s activity
will introduce us to these types of
relationships as well as help us to solve this
problem.
Does: Pass out materials. Each student
needs their own triangle, 3 different colored
markers/crayons, and an 8x11 piece of
white/light colored construction paper.
** See triangle templates WS. (below) Or
you may have students cut out and create
their own unique triangle.
**Don’t make triangles to big or to small. I
would recommend side lengths of no more
than 4 -5 inches.
TSW: Cut out their own triangles and mark
the angles appropriately.
Says: After you have your triangles I want
you to take each color and mark each angle
within your triangle as a different color.(i.e.
angle blue, angle red, angle green)
CO-TEACHING STRATEGY IF APPLICABLE
Have some triangle cut out for studnets who need them.
TEACHER WILL:
STUDENT WILL:
Model: Step 1: trace the triangle onto the
construction paper and mark angle red,
angle blue, and angle green.
Model this process until finished
Step 2: Rotate the triangle clockwise 60
degrees and retrace the triangle. (take
special care to make sure the sides are
perfectly aligned!!) Remark the new
locations of angle red, angle green, and
angle blue.
Says: To make sure you have done this
correctly side “red-green” should now be
adjacent or “line up” with side “green-red”
DURING
Step2
Step1
Continue this process of rotating across the
length of the paper. *When the triangle falls
off the paper you are done with that row.
Step 3: To begin a new “line or row” simply
rotate the triangle 60 clockwise down and
continue this across.
**Depending on level of students 2 rows
should be enough. If student wish to fill
entire paper of course you will allow them.**
Says: When finished with design complete
activity questions W.S. (See below for
Triangle Activity Pairs of Angles WS).
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL:
STUDENT WILL:
Say: Let review our Pairs of Angles WS.
While recording on the board student
respones.
TSW: Discuss responses and journal
definitions
After #5: Teacher will provide a few more
angle problems allowing for more class
participation and responses to the process
in order to check for understanding
AFTER
Say: Lets go back to our original problem.
In example 1 I see a pair of angles that
TSW: Work toward completing the original
make a straight line. In your groups can you problem set by writing an equation to help
write and sove an equation that will tell us
solve for x.
the measurement of angle x?
Will: Record all responses on the board.
Say:In example 2 I see intersecting lines.
Discuss within your group an explanation
as to how you would prove the
measurement of angle X. Can anyone
explain why?
TSW: respond with 120 because angle x is
vertical to the 120 degree angle that was
given
Discuss with your table another way to
prove the angle is 120 degrees
TSW: Try to prove in another way using
adjacent angles and the fact of a straight
line has 180 degrees
Discuss appropriate responses
In your journal record 2 things you learned
from this lesson and one idea that you had
difficulty with from this lesson.
CO-TEACHING STRATEGY IF APPLICABLE
Finished Product
B+R+G
=180
Alternate
Interior
(Supplementary)
Adjacent
Vertical
Angles
Triangle Template WS
Pairs of angles WS
Triangle Activity
Directions: Use your triangle poster to help answer the following questions
1. When angle Color 1, Color 2, and Color 3 meet at one point what is
created? ____________________________________
2. How many degrees are there in a straight line? ___________________
3. Can we write an equation that represents this situation?
_________________________________________________
4. We call these special pairs of angles supplementary because together
they will add to 180 degrees. Please record this definition in your journal.
5. If angle blue = 50 degrees and angle red = 60 degress what is the
measure of angle green? How did you solve it. Did anyone do it in a
different way?
6. Use your creation to find where two lines intersect?
a. How many angles are created and what are their colors?
___________________________________________________
b. What do we notice about these angles?
_________________________________________
7. Use your creation to find where three lines intersect? How many angles
are created and what are their colors? ____________
_____________________________________________________
8. We know that wherever we see a “blue” angle or “red” angle the
measurement for that angle is the same no matter where it is located in
our creation. We call angles created by intersecting lines that are equal
Vertical angles. Please record this term in your journal and define in your
own words.
*#5 Teacher may want to do a few more examples to
ensure understanding*