LEARNING EXPERIENCE PLAN

Subject: Mathematics Grade level: 7th Grade

Unit: Geometry Day/periods:
Topic: Defining Relationships Between Angles
Content Standards:
Geometry (7.G)

Draw construct, and describe geometrical figures and describe the

relationships between them.
1. Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing a scale
drawing at a different scale.
2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes
with given conditions. Focus on constructing triangles from three measures of
angles or sides, noticing when the conditions determine a unique triangle, more
than one triangle, or no triangle.
3. Describe the two-dimensional figures that result from slicing three-dimensional
figures, as in plane sections of right rectangular prisms and right rectangular
pyramids.

Solve real-life and mathematical problems involving angle measure, area,

surface area, and volume.
4. Know the formulas for the area and circumference of a circle and use them to
solve problems; give an informal derivation of the relationship between the
circumference and area of a circle.
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.
6. Solve real-world and mathematical problems involving area, volume and surface
area of two- and three-dimensional objects composed of triangles, quadrilaterals,
polygons, cubes, and right prisms.

Literacy Standards:
Classifying and distinguishing relationships of graphical interpretations.
Summarizing a large volume of notes and definitions into visual definition
frames.

Learning Experience Outcomes Learning Experience Assessments

Students will :
define relationships between angles
created by lines and a transversal.
understand terms such as
"corresponding angles", "vertical
angles", "congruence", etc.
Solve measures of angles based on
given and studied definitions and
relationships.
Students will be able to draw several
pairs of congruent angles without the
aid of a protractor via properties of
 be able to succinctly organize these angles.
definitions into visual frames of
reference.

Differentiation
Approaching
The most challenging part
of this exercise is being
able to differentiate
between the various types
of angles, since there are
several very similar
relationships to consider.
Proper use of definition
frames should mitigate
this issue however.
Curriculum Integration
On-level
Students will be able to
fairly accurately depict all
required relationships of
angles as well as properly
define each in a definition
frame in their notebooks.
Beyond
Students who are beyond
may seek to fully understand
the material on a higher
level by proving their validity
with prior knowledge of
angles such as the
properties of complementary
and supplementary angles.

Material Procedures/Strategies
s/Resou
rces

Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)
Open the lesson by explaining that one of math's fundamental
purposes is to learn and make conclusions about certain things based
of given information about other things. In some cases, one can have
relatively little information about two things, but can make
observations about both of them due to their similarities or differences
between each other. Make an anecdote about hypothetical children Bill
and Sarah; after mentioning only their names, one cannot conclude
much about both of them. But if I were to give the fact that they have
the same parents, we can conclude that , with what we know about
family relations, Bill and Sarah are brother and sister. In a similar vein,
we can conclude much about pairs of angles based on a little given
information about them as a pair.
Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
Explain that in geometry, facts about one shape or angle are
sometimes dependent on each other, meaning that in specific cases, if
something is true about one angle, we automatically know something
about another angle because of the way they are related. With this in
mind, how can two angles be related, and what information can
possibly be concluded from these relations.
Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)
Have students draw a straight line and have a student remind the class
what kind of angle is made(straight) and what it measures(180
degrees). Then, have students draw a line segment starting anywhere
on the original line. Have students notice the two angles they've
created and see if they can conclude anything about the measures of
the two angles. Explain that this relationship is the basis for the
remainder of the other pairs of angles we will observe.
Remind students that straight lines always have a constant path and
that parallel lines never cross. This will be important in constructing a
transversal between two parallel lines.

Direct Instruction (input, modeling, check for understanding)

-Using the whiteboard, I will first construct a pair of parallel lines and
create a line intersecting both called the transversal. I will label several
pairs of angles including corresponding angles, alternate interior angles,
alternate exterior angles, and vertical angles. After explaining the
relationship
between each, we as a
class will make our first
definition frame for
vertical angles. We will
fill out each box
together with students
volunteering
information to
fill in the model frame
put on the board. Once
finished, we will review
in order to ensure that all
of the information is correct.

Guided Practice (how students will demonstrate their grasp of new learning)
-To continue the task of summarizing the dense material covered so far,
the students will work in small groups of 2-3 to complete the next
definition frame for one of the remaining pairs of angles of their choosing.
After giving ample time, pick one or two groups to demonstrate their
process of creating their frame on the board. Be sure to have students
draw an accurate and clear example of their angles in the frame.
 Closure (action/statement by teacher designed to bring lesson presentation to an appropriate
close)
-Review each of the pairs of angles covered during class. Have students
call out one pair each and come to the board to sketch a model to ensure
total understanding on the students' part.
-Have students complete the following exit ticket consisting of two simple
problems that will help determine precisely which students understand the
material and which students do not.
Independent Practice (what students will do to reinforce learning of the lesson)
Have students complete definition frames for the remaining pairs of
angles covered in the day's session for homework. Completion of these
will result in an entire collection of notes for the day which can easily
be reviewed and studied in preparation for assessment at a future date.

Relationships of Angles Exit Ticket:

1) Classify the types of angles labeled below:

___________________ _____________________
2)Construct and label a pair of alternate interior angles: