LALSAFF Lesson Plan

Adjacent and Vertically Opposite Angles

● Aida
●

● Subject: Math ● Grade Level: 5

● Driving Question: How do we identify and draw ● Duration: 2-3 sessions

adjacent and vertical angles?

● Pedagogical Method: Project-Based Learning ● Delivery Method: Messenger

Applications

● Purpose:
Students will be able to identify and draw different adjacent and vertical angles.

● Before You Start

● Materials: laptops/tablets/Mobile phones/graph paper
● Resources and Attachments:

Video 1 Worksheet 1 Worksheet 2 Worksheet 3 Worksheet 4 Answer Key 1

Reference 1 Reference 2

Answer Key 2 Answer Key 3 Answer Key 4

● Objectives
● Define adjacent angles.
● Identify adjacent angles.
● Define vertically opposite angles. 
● Identify vertically opposite angles.

● Prior Knowledge
● Students can identify what an angle is.
● Students can recognize the different types of angles (acute, obtuse, right and straight).
● Students can identify what a vertex is. 
● Students can measure and construct an angle.

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 LALSAFF Lesson Plan

Keywords: angles, vertex, side, opposite angles, adjacent angles

● The following activities will take place over 2 or 3 sessions depending on your
pace and your students’ pace.
● Warming Up (10 minutes)
In this project, have students take on the role of architects who will redesign some spaces in
their bedroom. Before diving into the project, have students watch a video (Video 1) about
adjacent and vertically opposite angles. After students are done with watching the video,
they will reflect on a padlet/jamboard on the following questions:
● What are vertically opposite angles? 
● What are adjacent angles?
● How can you differentiate between a vertically opposite angle and an adjacent
angle?
● Learning Activity 1 (40 minutes)
Have students work asynchronously on this project. Share the steps below on the
designated platform. 
Step 1: Explicitly share the role of the students in this project. Have students pretend that
they are the architects who would like to redesign their bedroom.The role of the architects
before implementing any design is to identify the adjacent and vertically opposite angles in
the bedroom.
Step 2: Explain that after they identify the adjacent and vertically opposite angles in their
bedroom, they will construct those angles on a graph paper using a protractor and coloring
pencils. Have students mark the vertically opposite angles with green and the adjacent
angles with red. Note: Students can select an area in the bedroom to be designed, and not
necessarily the whole bedroom. 
Share the following anchor chart (Reference 1) to remind the students of the steps of
constructing angles.
Step 3: Once students are done with constructing the angles, have them take a picture of
their work and upload it either on the jamboard or Padlet. Assign students to check at least
two of their friends’ work to provide them with feedback on their product. Have students
use the TAG Strategy (Reference 2) for giving feedback.
Step 4: Once students are done with the process of giving feedback to two of their friends,
they can have a virtual gallery walk to check the rest of their friends’ work. 
Step 5: After the virtual gallery walk, send the following rubric (Answer Key 2) so that they
can reflect on their work. Also, take a look at students’ work at a later stage in order to
provide them with any feedback or suggestions. 
To check for understanding, have students work on the assessment in Worksheet 1. Then,
have them take a picture of their work and share it on the platform. 
● Learning Activity 2 (25 minutes)
Assign a task (Worksheet 2) to be solved on the math notebook/paper. Then, have students
take a picture of their work to upload on the platform.

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 LALSAFF Lesson Plan

● Wrap-Up (15 minutes)

By the end of the project, have students reflect as a whole class on the types of angles
through the following 321 visible thinking routine (Worksheet 3).

Note: the visible thinking routine could be shared on a padlet/jamboard for students to
reflect there.

For homework, assign Worksheet 4.

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