Angle Measurements

Lesson Standards (1c: Setting Instructional Outcomes)

 FS:

o MAFS. 912.G-CO.1.1 Know precise definitions of angle, circle, perpendicular

line, parallel line, and line segment, based on the undefined notions of point,

line, distance along a line, and distance around a circular arc.

o MAFS. 912.G-CO.3.9: Prove theorems about lines and angles; use theorems

about lines and angles to solve problems.

For my lesson I worked with two standards, but for the MAFS. 912.G-CO.1.1 I only focused on

the definitions of an angle with that standard. On the MAFS. 912.G-CO.3.9 standard I was able

to teach the entire standard.

 Practice Standard:

o Students will use the definition of an angle to name the angles.

o Students will use the definitions of different angles to prove theorems.

Learning Objectives (1c: Setting Instructional Outcomes)

 The students will be able to identify and define given angles. The students will also be

able to identify and use the properties of congruence and equality in proofs. They will

be able to interpret geometric diagrams and identifying what can and cannot be

assumed. Students will be able to apply angle addition postulate or definitions to prove

theorems about lines and angles.

Overview (1a: Demonstrating Knowledge of Content and Pedagogy)

 The lesson will start by using student’s previous knowledge of lines, rays, and segments

to show how an angle is created by lines, rays, or segments intersecting at a common

point. At this time students will receive the definition of an angle, and the common

endpoint, called the vertex. They will use their new knowledge of an angle to name the

angles, for the remainder of the year they will be using this skill during lessons. If a

student is not able to name an angle properly they will not be able to correctly

comprehend questions or the visual representations of a question to answer properly,

so it will be important that every student fully understands the definition of an angle,

what a vertex is, and the different ways to name an angle. Students will then learn the

definition of an adjacent angle, they will use that definition to understand the angle

addition postulate, and thus understanding how solve for angles. The angle addition

postulate is a simple postulate that may seem obvious when spelled out, but it can

easily confuse students because the use of angles. The angle addition postulate is used

throughout the school year, to solve for unknown variables or to figure out what degree

an angle is, it is important for students to understand this concept, especially because it

is one of the easier postulates in geometry, and will help them often when solving

problems. When students show their full understanding of the angle addition postulate,

they will learn how to find the value for an unknown variable. For students to

understand how to solve for an unknown variable they must use knowledge from

algebra, they must be able to create an equation and isolate a variable. To be sure

students fully understand how to use their algebra I will act as if they have never seen it,
and I will thoroughly explain the examples, and ask the students to help me solve after I

explain one problem. Students will then learn the definition of an angle bisector and

congruent angles. Using the definition of an angle bisector and the knowledge that an

angle bisector creates congruent angles; students will again solve for missing variables

within an angle. Understanding the definitions of congruent angles and how to identify

congruent angles is crucial for students to understand because when they get deeper

into the class they will need to recognize what angles are congruent just by looking at

them, and if they don’t understand the definition they will not be able to answer a

question correctly.

Some common misconceptions that students may having while coming into the lesson

can be easily eliminated. If during my lesson I draw angles only one way, students may

believe that the way I draw angles is the only way they will be shown, so to eliminate

that misconception I must draw angles in many ways. Another misconception is

students may believe that to name an angle they can use the points in any order, when

in fact there is a specific way to name an angle. I can easily stop this misconception by

showing the students the different correct ways to name an angle and show them how

not to name an angle. Students may also believe that they can know an angle measure

just by seeing a visual of that angle, but many angles are not drawn to scale, so a

student may believe they know what the measure of an angle is, but get the question

wrong because they didn’t solve the question. To eliminate that common misconception

I can let the students know that the angles are not drawn to scale and be sure they
 understand the only time we can be sure able an angles measure without solving is if it

is labeled.

Hands-On Materials and Technology (1d: Demonstration Knowledge of Resources)

 Teacher materials:

o Printed lecture notes

o 4 question diagnostic pre/post quiz

o Projector set up with sketch pad plugged in

o Printed sheet with all the definitions with visual examples for this lesson

o Notes ready for main talking points

o Music ready to play while students taking pre/post quiz

 Student materials:

o Piece of paper

o Pencil or pen

o If needed student can turn on a recording devise

o If needed student can take out computer for taking notes

o A positive attitude

Lesson Procedures (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing

Coherent Instruction)

 Before class starts, I will turn on calming music and I will put a pre-quiz on every

student’s desk, and as the students walk in, I will tell them to complete the short

quiz on their desk. I will be sure to let every student know that the quiz is a
 diagnostic and it is for me to know how much they have learned during my

lesson. I will ask students to turn their quiz over when done so I will be able to

collect. Students will have five minutes to complete the quiz, if students are not

able to complete the quiz that is okay, I will still collect every student’s work.

 As I am collecting the pre-quizzes, I will hand out a paper with all the definitions

with visual examples they will need during this lesson. I will be sure they

understand that they must memorize these definitions because they will not get

to use this sheet on the summative. I will ask the students to open their

notebooks, recording devises, or computer and to get ready to take notes. If any

students are not physically able to take notes, I will have a set of printed notes

for the students, with all the information I will be talking about that day. 2

minutes.

 In the front of the classroom, I will start the lesson by drawing a line, segment,

and a ray on the Sketch pad. I will ask the students to tell me what each is, I will

do this, so they understand an angle is formed from a line, segment, or ray. 3

minutes.

 Next, I will refer students to look at the definitions list, I will ask for a student

volunteer to read to me what an angle is and ask other students to follow along.

I will draw an example on the Sketch pad and explain what a vertex is and how to

identify an angle. 2 minutes.

 Next, I will show students how to name an angle using the points and why the

vertex is important to know when naming an angle. While showing students the
 correct way to name an angle I will underline the vertex so students will fully

understand the vertex goes in the middle of an angle. I will ask students to give

me a thumbs up if they understand or a thumbs down if they don’t understand.

2 minutes.

 Now, I will draw different angles on the Sketch pad and have students name the

angles alone, then I will ask students the two different ways they could name

each angle, and I will ask them what not to do while naming the angle, which will

be to put the vertex in the front of back. This will help me gage the students

understanding of what a vertex is, and how to name an angle. I will make sure

that the same student doesn’t answer more than once so I know that everyone

is leaning. 4 minutes.

 Next, I will have the students look at the definitions list I gave them and have a

volunteer read to me what an adjacent angle is and have the rest of the class

follow along. Then I will draw more examples on the Sketch pad for them to see.

I want to make sure that I draw multiple adjacent angles in different ways so

students understand that angles can be drawn in any direction and they must get

used to seeing them in different ways. I will label the angles and quickly go

around the room asking students to name them, just to be completely sure

students understand how to correctly name an angle. 2 minutes.

 Next, I am going to introduce the Angle Addition Postulate, where they will again

refer to their definitions list, and a volunteer will read to me the angle addition

postulate, while the students follow along. I will give an example of how to use
 the angle addition postulate to solve for an angle, I will solve for the angle step

by step so students can see how I used the postulate. Then I will give them a

question to solve by using the postulate. After student take a minute to solve the

problem I will ask them to explain to me how to solve the problem, for each step

of the question I will ask different students to help me so I can assess more than

one student at a time. I will ask students to give me a thumbs up if they

understand or a thumbs down if they don’t understand. 5 minutes.

 Next, I will give examples on how to solve for angles when there are unknown

variables. Which is the lesson goal. When I give the example on how to solve for

unknown variables, I will be sure to show exactly how I set up an equation, and

verbally explain my train of thought to students while I am solving. I will ask

students to give me a thumbs up if they understand or a thumbs down if they

don’t understand. 3 minutes.

 Now, I will give the student a problem to solve where there is a missing variable.

After the students have a minute to solve the question I will again go around the

room asking different students to help solve the question step by step, starting

with what the angle addition postulate says to do, to finding the degree of an

angle. Asking students to solve it step by step with show the importance of

completing each question step by step so no information gets lost, but it will also

allow me to see if students understand a concept. 2 minutes.

 Next, I will go over angle bisectors. I will refer the students to their definitions

list, have a student volunteer read to me what the definition is, and then I will
 write out a few examples on the Sketch Pad. I will then explain what a congruent

angle is and why the angle bisector creates two congruent angles. I will then

draw out three examples of what a congruent angle will look like. 3 minutes.

 Now I will give examples of how to solve for angles that are congruent and have

an unknown variable. I will go over three different examples. Showing students

step by step how to set up an equation using the definition of an angle bisector

and the congruent angles and solve the equation step by step. I will ask students

to give me a thumbs up if they understand or a thumbs down if they don’t

understand. 3 minutes.

 Next, I will give the students a question on congruent angles to solve on their

own. After a minute I will ask to students to help me solve the question by telling

me how to put together the equation, and how to use algebra to solve for a

missing variable. 3 minutes.

 I will then ask the students to create their own angle ABC with an angle Bisector

BD. I will walk around the room looking at the students work, seeing if they

named the angle correctly, and if they put any symbol in for the angle bisector. If

any student fails to name the angle correctly or doesn’t put in a symbol to show

the angle is congruent, I will help they fix their problem without giving them the

answer. 3 minutes.

 Now, I will give the same quiz I handed out in the beginning of the lesson, it will

be the same four questions, and students will have until the end of the class

period to finish it.

Universal Design for Learning (1e: Designing Coherent Instruction)

1. Provide Multiple Means of Representation

 Checkpoint: 1.3 Offer alternatives for visual information

 Description of Implementation in the Lesson: For visually impaired students in

the class, the definitions sheet will be printed in a larger text. Also, examples

written out during the lecture will be orally described as well as using a bold font

so students can see easier.

2. Provide Multiple Means of Action and Expression

 Checkpoint: 5.1 Use multiple media for communication

 Description of Implementation in the Lesson: During the lesson, there will be

shown multiple strategies to solve the same problem.

3. Provide Multiple Means of Engagement

 Checkpoint: 7.3 Minimize threats and distractions

 Description of Implementation in the Lesson: I will do this by first introducing

myself to the class and letting them know how excited I am to teach them, and

that the quizzes they are taking is for me and won’t be graded. While taking the

pre/ post quiz there will be calming Lo-Fi music playing so the classroom is not

completely silent, but while the lesson is going on, there will be no background

distractions so all students can focus on the content they are learning.