Name: Maha Ahsan Obs.

#: 1
Subject Area: Math Date: 9/20/2021
Time Duration: 60 minutes Grade: 6th/7th
Lesson Title: Complementary and Supplementary Angles

Unit: Unit 12 – Constructions and Scale Drawings

Content Standard Alignment:

CCSS.MATH.CONTENT.7.NS.1.B
Understand p + q as the number located a distance |q| from p, in the positive or negative
direction depending on whether q is positive or negative. Show that a number and its opposite
have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-
world contexts.

CCSS.MATH.CONTENT.7.NS.1.D
Apply properties of operations as strategies to add and subtract rational numbers.

CCSS.MATH.CONTENT.7.NS.2.C
Apply properties of operations as strategies to multiply and divide rational numbers.

CCSS.MATH.CONTENT.7.NS.3
Solve real-world and mathematical problems involving the four operations with rational
numbers.

CCSS.MATH.CONTENT.7.EE.4.A
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q,
and r are specific rational numbers. Solve equations of these forms fluently. Compare an
algebraic solution to an arithmetic solution, identifying the sequence of the operations used in
each approach.

CCSS.MATH.CONTENT.7.G.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.

Lesson Objectives/Instructional Outcomes:

1. The students will be able to identify complementary and supplementary angles

2. The students will be able to recall the sum of complementary and supplementary
angles
3. The students will be able to calculate angle measurements
Instructional Materials/Resources:

1. SMART Board
2. Ch. 12.2 Notes
3. Student’s Math Notebook
4. Pencil
5. Ch. 12.2 HW Check on Schoology
6. Exit ticket

Methods and Instructional Strategies

Anticipated Student Misconceptions:

Students believe that the drawings provided are accurate, but I want them to rely on the
numbers given rather than the drawing because those are what are exact and what will give
them the correct answer.

Concepts Pre-requisites:

1. Students will already know how to add or subtract

2. Students will already know how to multiply or divide
3. Students will already know how to set up an algebraic equation

Introduction – We start every morning with a little exercise to get our blood pumping
Anticipatory Set: to our brain. I’ll say, “Okay, good morning everyone! Let’s get our
hands up! 5, 4, 3, 2,1 (Clap)”. Next, we’ll do a new lateral thinking. I’ll
say, “Today’s lateral thinking is…” and then have them guess the
answer to it. After, we’re going to play I have…, who has… to practice
their multiplication facts. I’ll start this off by saying, “Look at your
card and ask if you have any questions on your number” and let them
ask their peers for answers. Once that is done I will ask who wants to
start us off. I will say, “Ready, set, go!” and they’ll start the game while
I time it. After the game is done, I let them know their time and we
check the board to see if they did better than their last time and if they
beat the winning hours’ time.
Instructional After the game, I will pull up the notes onto the SMART Board and go
Activities: over the definitions that they need for this chapter and give them time
to write them down in their notebook. I will then go over some
examples on how to classify complementary and supplementary angles
with the students to have them see a model and give them some
instruction on how I’m doing it and why I’m doing what I am doing.
After that, I will go over an example on how to find the missing angle
by using the definitions of the angles in their notes. I will be doing this
because there is a certain way that we want the students to show their
work. By modeling it, they can see how their work needs to be shown
for their assignments and tests. Next, I’ll do an example that shows
how to use a protractor and I’ll be doing this on the SMART Notebook.
We don’t want them to do it themselves because it isn’t necessary for
them to know, but we do want to introduce the tool and a quick
example of how to use it.

Wrap Up- Once I’m done with the three examples, I will put up an exit ticket and
Synthesis/Closure: have them do it on a separate piece of paper that they will turn in.
Then, if they have some extra time, the students are free to do their
12.2 HW check or play with the basketball hoop or tavern puzzles in
the back of the classroom.

Differentiation According to Student Needs:

I will differentiate my instruction by providing times before or after class or school for extra
questions. The students also have unlimited tries on their HW check so they can do it as many
times as they want to get the grade you want. Some students may need to try it 2 times, doing
20 questions, and some students will need to do it 4 times, doing 40 questions. I will also be
answering any question that I get during instruction and make a point to ask if anyone has
questions throughout the lesson.

Assessment (Formative or Summative):

I will be giving the students an exit ticket as a form of formative assessment. I want to try to
do this after every section so that I know what they learned from my instruction and what they
didn’t learn. Once I have this information, I will evaluate whether or not I need to reteach or
review that material the next day. I won’t be grading this because I just want to see how they
are doing after each lesson.