Introduction This lesson sequence for space focuses on reasoning geometrically.

In particular, it relates to angle relations on straight lines, at a point, and in triangles. The lesson sequence has been designed for mid-level to lower achieving students in Year 9. The pace of the lessons should ensure a good grasp of the mathematical concepts specied in the Scope and Sequence documents with particular reference to: Informal arguments about familiar shapes making deductions related to geometric properties of shapes exploring demonstrations and informal proofs of general propositions Explore and use angle relationships applying angle properties related to transversal lines angles which are congruent (equal), supplementary and complementary, ! and using angle relationships in intersecting lines and triangles to nd the ! size of angles

! !

It is suggested that this lesson sequence be used after introducing geometry as a Year 9 topic to students with a lesson on construction. Teachers should note that constant monitoring of students progress to adjust the pace of the lesson sequence may be necessary. The lessons can be accelerated for more advanced students possibly through combining main activities. Additionally, worksheets for reinforcing knowledge may need to be completed as additional work for weaker students who are not able to complete the work in class

Date:

Class/Group: Year 9

Time: 10.30 - 11.30 Room:

Lesson: Angle relations

Standards and Outcomes Framework

Space: Reason geometrically

Lesson Outcomes
Students should be able to: 1. Understand the mathematical language associated to geometric properties including equal, adjacent, complementary, supplementary angles and angles at a point. 2. Identify equal, adjacent complementary and adjacent supplementary angles. 3. Make deductions related to the geometric properties of intersecting lines and angles at a point.

Prior Learning
Students will have a basic understanding of angles and are capable of naming, recognizing, constructing and describing acute, obtuse, right, and straight angles. Basic computational skill such as addition, subtraction, order of operations and an understanding of the algebraic notion of using symbols to represent of numbers will also be necessary. Lesson Steps: TIME 15 mins ACTIVITY Motivation: Number Puzzle Announce a quick warm up activity for the class. Hand out a worksheet to each student and encourage them to work quickly and accurately without use of calculators. Walk around and help to help weaker/slower students. After 10 minutes announce a stop time and discuss answers with the class. Encourage them to voice out solutions and offer alternate methods as well as correct misconceptions. Activity: Measure and guess Have students split themselves into groups of 2-3. Announce that the lesson will be on angles and have them bring out their protractors while writing the topic on the board. Hand each group a set of task sheets and an instruction guide. Instruct them to divide the task such that each person completes either task 1, 2 or 3. (In groups of 2 one person attempts both tasks 1 and 2) Ask groups to calculate, using protractors, the angle marked on their sheet. Encourage groups to discuss and guess the remaining angles without using protractors. When all groups have written down their estimation, put the answers up on the board. MATERIALS Overhead - blank worksheet Photocopy blank worksheets

20 mins

Photocopy task sheets Board - topic focus Overhead - blank task sheets Protractors Overhead - task sheets with correct answers

15 mins

Adjacent, complementary and supplementary angles Using the task papers on the overhead, explain what adjacent, complementary and supplementary angles are to the class. Hand out notes then blank notes with adjacent complementary, supplementary angles and equal angles, asking students to identify and categorize each example by lling in the blanks. With help from the worksheet demonstrate informally that angles at a point sum to 360. Encourage students to participate in the reasoning process or offer alternate methods and explanations regarding the sum of angles at a point. Have volunteers come up to the board and ll in some answers. After notes have been completed, hand each student a worksheet and instruct them to complete the task on identifying angles. Monitor individual progress and offer assistance and reinforcement as needed, focus on ensuring they have understood the reasoning process.

Overhead - notes (Alternative - write notes/worksheet examples before on board and cover) (Alternative - write notes/worksheet examples on paper before and stick on board as needed) Worksheets

10 mins

Ask students to create one diagram each with two or more of the concepts they have learnt in the lesson. Encourage them to be creative but allow use of the worksheet as an example to draw ideas from. Students who are struggling can group up with another student and create questions together. After they have created their question, test and discuss it with others in the class.

Evaluation of Student Learning:

Self-Evaluation/Reection:

REFERENCE: Priddle & Osborne (1996). Spectrum Mathematics Year 9. NSW: Hodder Education (pg. 121)

ACTIVITY 1 Fill in the blanks with 15, 30, 45, 100, 180 (use each one once only) and the operators + , - , , x , (can be used multiple times) to reach the target number.
(REMEMBER THE ORDER OF OPERATIONS)

15

= 45

20

= 135

180

135

= 225

6 = 90

70 = 270 = 180

120 = 360

= 255

ACTIVITY ANSWERS

ACTIVITY 1 Fill in the blanks with 15, 30, 45, 100, 180 (use each one once only) and the operators + , - , , x , (can be used multiple times) to reach the target number.
(REMEMBER THE ORDER OF OPERATIONS)

30 x 2 + 180 6 = 90

5 x

15 x

7 x

= 45

20 +

3 x

15 +

= 135

100 +

180

135 +

= 225

70 = 270

45 = 180

120 = 360

= 255

ANGLES

TASK 1

Using your protractor, measure the angle a Write down your measurement, a = ___________ Without using a protractor, estimate (guess) the angle b Write down your estimate, b __________ Using your protractor, measure the angle of b Write down your measurement, b = ___________ Find the sum of the angles, a + b = ___________

ANGLES

TASK 2

Using your protractor, measure

PQT Write down your measurement, PQT = ___________ Without using a protractor, estimate (guess) RQT Write down your estimate, RQT __________ Using your protractor, measure the angle of RQT Write down your measurement, RQT = ___________ Find the sum of the angles, PQT + RQT = ___________ The size of PQR = __________

TASK 3

Using your protractor, measure the angle x Write down your measurement, x = ___________ Using your protractor, measure the angle of y Using your tracing paper, copy the angle x Using your tracing paper and a ruler, draw a line so that Using your tracing paper, copy the angle y Using your tracing paper and a ruler, draw a line so that

BAC = x PQR = y

ANGLES (ANSWERS)

TASK 1

Using your protractor, measure the angle a Write down your measurement, a = ____36_______ Without using a protractor, estimate (guess) the angle b Write down your estimate, b __________ Using your protractor, measure the angle of b Write down your measurement, b = ___54________ Find the sum of the angles, a + b = ____90_______

ANGLES (ANSWERS)

TASK 2

Using your protractor, measure

PQT Write down your measurement, PQT = ___56________ Without using a protractor, estimate (guess) RQT Write down your estimate, RQT __________ Using your protractor, measure the angle of RQT Write down your measurement, RQT = ___124________ Find the sum of the angles, PQT + RQT = ____180_______ The size of PQR = ___180_______

ANGLES (ANSWERS)

TASK 3

Using your protractor, measure the angle x Write down your measurement, x = ____45_______ Using your protractor, measure the angle of y Write down your measurement, y = ____135_______ Using your tracing paper, copy the angle x Using your tracing paper and a ruler, draw a line so that Using your tracing paper, copy the angle y Using your tracing paper and a ruler, draw a line so that

BAC = x PQR = y

ANGLES 1. Angles that share a vertex and one arm are called _________ angles.

Angles a and b are _______ angles

2. Angles in a right angle sum to _____. They are ________________________ angles.

a + b = ___ Angles a and b are ____________________ angles

3. Angles on a straight line sum to _____. They are ___________________ angles.

a + b = ___ Angles a and b are ____________________ angles

4. Angles that are the same size are said to be _______________.

a = ____ b = ____ Angles a and b are _______ angles

5. Angles at a point sum to ___________. a + b = ____ (__________________) c + d = ____ (__________________) a + b + c + d = ___ + ____ = ____

Date:

Class/Group: Year 9

Time: 10.30 - 11.30 Room:

Lesson: Angle relations

Standards and Outcomes Framework

Space: Reason geometrically

Lesson Outcomes
Students should be able to: 1. Calculate missing angles by making deductions related to the geometric properties of intersecting lines and angles at a point. 2. Understand the mathematical language associated to geometric properties including vertically opposite. 3. Identify vertically opposite angles. 4. Articulate reasoning and demonstrate informal proofs of vertically opposite angles being equal.

Prior Learning
Students will have an understanding of angles through previous angle relations lesson and are familiar with the concept of adjacent complementary, adjacent supplementary and angles at a point. They will also have an understanding of solving basic equations involving algebra. Lesson Steps: TIME 15 mins ACTIVITY Motivation: Simple algebra Give the student each a worksheet and instruct them to complete the simple algebra questions in 10 minutes. Encourage them to work independantly although they may discuss if they encounter any difculties or discrepencies. Walk around to ensure students are capable of doing the task. After 10 minutes, discuss the solutions and correct any misconceptions. Encourage students to articulate their solutions and reasonings. Judge the level of guidance needed and if necessary consider a bridging activity before introducing calculation of missing angles (as it involve equation solving). 15 mins Activity: Vertically opposite angles are equal Announce an activity and divide students into groups of 3 or 4. Hand out the activity sheets and materials before instructing students to follow the guide given. Walk around to ensure individual progress and give guidance as necessary. After 10 minutes, discuss the results with the class. Encourage students to share their discussion results with the rest of the class and prompt them to link the result of vertically opposite angles being equal to their prior knowledge of supplementary angles. Overhead with activity instructions Smarties String Tape Projectors (Alternative - write instructions before on board and cover) (Alternative - write instructions on paper before and stick on board as needed) MATERIALS Overhead - task papers Photocopy blank task papers

20 mins

Calculating missing angles using geometric properties Using the board, demonstrate two examples on how to obtain missing angles and explain reasoning. Encourage students to participate and provide ideas or alternate methods. Correct students misconceptions and if necessary, give further examples. Allow students to time to copy solutions to two examples before handing out worksheets. Students to work on assigned worksheet. Walk around to ensure students progress and guide them where necessary. Encourage them to articulate their reasoning clearly using the appropriate mathematical language. (If class progress is not satisfactory, consider journal activity with a class discussion on solutions to worksheet).

Overhead - examples Worksheet - blank Worksheet - solution

10 mins

Mathematics Journal Have each student bring out their journals and write down what they have learnt about angles in the past two lesson. Instruct them to insert at least one concept and why they believe it to be true. Encourage them to write down the mathematical terms and concepts they have understood. Also, focus on concepts they are uncertain about and how they think they might improve. Walk around and observe how most students have perceived the topic. If necessary, write prompting questions on the board.

Journals

Evaluation of Student Learning:

Self-Evaluation/Reection:

REFERENCE: Priddle & Osborne (1996). Spectrum Mathematics Year 9. NSW: Hodder Education (pg. 141)

Date:

Class/Group: Year 9

Time: 10.30 - 11.30 Room:

Lesson: Angle relations (Triangles)

Standards and Outcomes Framework

Space: Reason geometrically

Lesson Outcomes
Students should be able to: 1. Deduce the geometric properties of triangles by applying angle properties related to transversal lines. 2. Demonstrate informally proofs related to traingle relationships. 3. Understand the mathematical language associated to interior and exterior angles. 4. Calculate missing angles by applying angle properties related to triangle relationships.

Prior Learning
Students will have an understanding of angles through previous angle relations lesson and are familiar with the concept of sum of angles on a line and other related concepts including using mathematical reasoning to obtain missing angles. They will also have an understanding of types of triangles and their characteristics. Lesson Steps: TIME 15 mins ACTIVITY Motivation: Triangle puzzle Give each student a worksheet containing the puzzle. Allow them to work on it independently before discussing and comparing results with other students. Walk around and ensure students have understood the puzzle giving them strategy ideas if necessary. After most groups have obtained a solution, choose one group to present their solution and strategry. Encourage other students to give their input and suggest different ways of approaching the puzzle. 20 mins Activity: Exterior angle of a triangle Announce an activity and instruct the students to bring out their geometry sets. Divide students into groups of 2 or 3 before distributing an activity sheet to each group. Have the class follow the instructions on the sheet. Walk around and ensure each groups progress. Prompt students as necessary to achieve reasoning of relationships. Focus on ensuring all members of the group participate in the task. After 10 minutes, discuss the results with the class. Allow each group to share their ndings. Compare result statements from each group on the board and choose the most accurate. Ensure that students have understood the mathematical language related to exterior and interior angles. Spend more time discussing the general implications (relating questions 2 and 3). Overhead with activity instructions Protractors (Alternative - write instructions before on board and cover) (Alternative - write instructions on paper before and stick on board as needed) MATERIALS Overhead - puzzle Photocopy blank puzzles

15 mins

Angle relationships in a triangle Give each student a handout with notes. Project a blank copy on the board and discuss triangle relationships with the class, lling in the blanks as you go along. Use the given examples to show how to apply the triangle relationships to solve for missing angles. During the examples, allow students to offer suggestions and choose students who have obtained the correct solution to come up to the board and demonstrate their solution. After the discussion, allow the students to try the exercise independently. Set a time (preferably in the next two lesson) to collect and discuss the solutions to the exercise in class.

Overhead with notes, examples, and exercise Overhead with answers to notes and examples Photostat blank notes, examples, and exercise (May use alternative as with introduction activity also)

10 mins

Enrichment activity Have each student draw a triangle on their piece of coloured paper. After marking the angles of the triangle, cut the triangle up into three pieces following the angles. Tape them together so that they lie on a straight line. Compare it with other students around them. Once all students have obtained straight lines, allow students to discuss the result and relate it to the sum of angles in a triangle. After the discussion, give students 2 minutes to write one or two sentences on their discovery.

Coloured paper Scissors Tape

Evaluation of Student Learning:

Self-Evaluation/Reection:

REFERENCE: McLoughlin, J.G. (2002). Calendar Problems from the Mathematics Teacher. USA: National Council of Teachers of Mathematics (pg. 46) Priddle & Osborne (1996). Spectrum Mathematics Year 9. NSW: Hodder Education (pg. 148-150)