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Focus Plan Texarkana Independent School District GRADING PERIOD: Teacher: 3rd 6 Weeks PLAN CODE: Winton Course/subject: Mathematics Grade(s): 7 Time allotted for instruction: 1 – 1 ½ hours Angle Analysis: What is the difference between complementary and supplementary angles? Complementary and Supplementary Angles Title: Lesson TOPIC: TAKS Objective: Objective 3: The student will demonstrate and understanding of geometry and spatial reasoning. FoCUS TEKS and Student Expectation: (6) Geometry and spatial reasoning. The student compares and classifies shapes and solids using geometric vocabulary and properties. The student is expected to: (A) Use angle measurements to classify pairs of angles as complementary or supplementary (15) The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to: (B) validate his/her conclusions using mathematical properties and relationships Supporting TEKS and Student Expectations: Concepts Enduring Understandings/Generalizations/Principles The student will understand that Complementary angles are two angles whose measures have a sum of 90°. Complementary Angles Supplementary angles are two angles whose measures have sum of 180°. Supplementary Angles Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District I. Sequence of Activities (Instructional Strategies) A. Focus/connections Preparation for this lesson: Make copies of the Angle Notes Worksheet Make a copy of the Angle Card Worksheet and cut out individual cards As students enter the classroom, give each child a copy of the Angle Notes Worksheet. Once students are seated, ask students to utilize a ruler to draw a straight line (horizontally) on the back of the notes page. B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.) Once students have drawn the straight line, ask them to turn the page over to view the notes contained on the Angle Notes Worksheet. Discuss and define complementary and supplementary angles. Go through the examples listed on the notes page. Make sure that each student understands the difference between complementary angles and supplementary angles. Next have students turn to the back of their notes page and draw the figure below on the straight line they initially put on paper (draw on board and then let students draw on paper). Discuss which angles are complementary and supplementary. C. Guided activity or strategy Once students have a basic understanding of complementary and supplementary angles, give each student an angle card. (Cards are found on the Angle Card Worksheet). Students will have an angle degree on their card and they are to match their angle with another person (and angle) that will make them supplementary or complementary. Make sure an even amount of cards are distributed. Give yourself a card if needed. After students are paired up, have each pair justify why they are supplementary or complementary. D. Accommodations/modifications Students requiring modifications may work with a partner in the pairing process. E. II. Enrichment STUDENT PERFORMANCE A. Description Students will complete the Complementary and Supplementary Angle Worksheet individually. B. Accommodations/modifications C. Enrichment Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District iii. Assessment of Activities A. Description Individual grades may be taken on the Complementary and Supplementary Angle Worksheet. B. Rubrics/grading criteria Grades may be taken based on the Complementary and Supplementary Angle Worksheet Answer Key and Grading Rubric. IV. C. Accommodations/modifications D. Enrichment E. Sample discussion questions Why is it important to know the difference between supplementary and complementary angles? What real world scenario do you see the use of these types of angles? TAKS Preparation A. Transition to TAKS context The teacher will lead the students in a discussion of how complementary and supplementary angle problems may look in test format by placing the TAKS question below on the overhead. B. Sample TAKS question 1. Which 2 angles are NOT complementary? Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District V. Key Vocabulary Complementary angles, supplementary angles VI. Resources A. Textbook Math Advantage ~ Middle School II Chapter 10: Congruence, Symmetry, and Transformations Congruent Line Segments and Angles, pp. 199-200 B. Supplementary materials Angle Notes Worksheet Angle Card Worksheet Complementary and Supplementary Angle Worksheet Complementary and Supplementary Angle Worksheet Answer Key and Grading Rubric C. Technology Students may be taken to the computer lab to create supplementary and complementary angles using MS Word. After printing, students can label angles with degrees and classify. VII. follow up activities (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.) If students need additional work with supplementary and complementary angles, the following website may be utilized: http://www.quia.com/mc/67718.html VIII. Teacher Notes This lesson is a good lead-in for introducing other types of angle classifications. (vertical, adjacent, etc.) Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District