Lesson One Year 8 LO __

Topic Angles (one)

Objective To find the angles: On a Straight Line, Vertically Opposite, At a Point

Requirements Basic knowledge on angles and using a protractor

Vocabulary Right Angle, Horizontal, Vertical

Materials/
(Highlighter and/or coloured pen)
Equipment

Introduction (Before)
Exercise Remarks

Correction of HW

Start the lesson by instructing class to start a fresh page and write the title ‘Angles’. Explain
that over the following 2 weeks, we will be going over a number of rules of different angles.

Plot of Events (During)

Exercise Remarks
• Angles on a Straight
Line (Notes)
• Vertically Opposite Classwork
Angles
• Angles at a Point

Draw a table with two rows and three columns and ask class to copy it down. The table
should stretch across the whole page. (If possible) The rule should be highlighted\written
with a different coloured pen for prominence.
The table will be filled out as follows for now:
Rule Properties

Angles on a Straight Line Angles of a straight line add up to 180°

Underneath this table, ask class to copy down this exercise: Find the missing angles

40° x 130°

(Eg.) Explanation for Students

Since all angles on a line make up 180°, then we have to ask ourselves 40 plus what makes
180. To find the missing number, we therefore work out 180 – 40.

Allow students to attempt second example on their own

Draw a similar table for vertically opposite angles. Vertically opposite angles are equal

Work out the examples below:

150°
b

c
70°

Draw a similar table for angles at a point. Angles at a point add up to 360

Work out the examples below:

f
83°
55° 95°
e 110°
 Assessments (After)

Homework Remarks
 Lesson Two Year 8 LO __

Topic Angles (two)

Objective To find the angles: in a triangle, in a quadrilateral

Requirements Basic knowledge on angles and using a protractor

Vocabulary Right Angle, Horizontal, Vertical

Materials/
NA
Equipment

Introduction (Before)
Exercise Remarks

Correction of HW

After correcting homework, instruct class to continue where we left off yesterday. Their
notes should have the format of ‘table and 2 examples’ throughout (most of) the 2 weeks
for easy reference when studying.

Plot of Events (During)

Exercise Remarks

• Angles in a triangle
• Angles in a Classwork
quadrilateral

Draw a table with two rows and three columns and ask class to copy it down. The table
should stretch across the whole page. (If possible) The rule should be highlighted\written
with a different coloured pen for prominence.

The table will be filled out as follows for now:

 Rule Properties Example

65°
Angles in a triangle
Angles in a Triangle
add up to 180°
80° 35°

Underneath this table, ask class to copy down this exercise: Find the missing angles

a
b

72° 58° 32° 125°

(Eg.) Explanation for Students

Since all angles in a triangle make up 180°, then to find the missing angles we must first add
72 and 58. This gives us 130°. So, what number must we add to 130 to get 180? To find this
number, we work out 180 - 150 = 30. Therefore 30° is the missing angle

Allow students to attempt second example on their own

Draw a similar table for angles in a quadrilateral. Angles in a quadrilateral add up to 360°.

Work out the examples below:

76°

d
118°

72° 84°
c
70°
 Assessments (After)

Homework Remarks
 Lesson Three Year 8 LO __

Topic Angles (three)

Objective Understanding and applying properties of triangles

Requirements Basic knowledge on angles in a triangle

Vocabulary Right Angle, Isosceles, Equilateral

Materials/
NA
Equipment

Introduction (Before)
Exercise Remarks

Correction of HW

After correcting the homework, instruct class to continue where we left off yesterday. Their
notes should have the format of ‘table and 2 examples’ throughout (most of) the 2 weeks
for easy reference when studying.

Plot of Events (During)

Exercise Remarks

• Right Angle Triangle

• Isosceles Triangle Classwork
• Equilateral Triangle

Draw a table with two rows and three columns and ask class to copy it down. The table
should stretch across the whole page. (If possible) The rule should be highlighted\written
with a different coloured pen for prominence.

The table will be filled out as follows for now:

 Rule Properties Example

Two equal sides

Isosceles Triangle
Two equal angles

Underneath this table, ask class to copy down this exercise: Find the missing angles

40°
b

38°
a a

(Eg.) Explanation for Students

What types of triangles do we have?
Here’s what we know; all angles in a triangle add up to 180° and an isosceles triangle has
two equal sides and angles. These equal angles are the ones touching the equal sides. So, in
order to find (a) we first work out 180 - 40 which gives us 140. Since the remaining angles
are equal, we simply divide 140 by 2. Therefore (a) is 70.

Allow students to attempt second example on their own

Draw a similar table for the properties of an equilateral triangle: All sides equal; All angles
equal

Work out the example below:

50° c
Draw a similar table for the properties of a right-angle triangle: one of its angles is always
90°

e
d

35°

50°

Assessments (After)

Homework Remarks
 Lesson Five Year 8 LO __

Topic Angles (four)

Objective Understanding and applying rule of exterior angles

Requirements Basic knowledge on angles

Vocabulary n/a

Materials/
NA
Equipment

Introduction (Before)
Exercise Remarks

Correction of HW

After correcting the homework, instruct class to continue where we left off yesterday. Their
notes should have the format of ‘table and 2 examples’ throughout (most of) the 2 weeks
for easy reference when studying.

Plot of Events (During)

Exercise Remarks

• Exterior Angle of a
Classwork
Triangle

Draw a table with two rows and three columns and ask class to copy it down. The table
should stretch across the whole page. (If possible) The rule should be highlighted\written
with a different coloured pen for prominence.

The table will be filled out as follows for now:

 Rule Properties Example
The exterior angle of
a triangle is equal to a
Exterior Angle of a
the sum of the two
Triangle
interior opposite b c x
angles

Proof:

1. c + x = 180 Angles on a Straight Line

Therefore, x = 180 – c

2. a + b + c = 180 Angles in a Triangle

Therefore, a + b = 180 – c

Since both x and a + b are equal to 180 – c, then x = a + b

(Eg.) Explanation for Students

Let’s first look at the straight line. The rule of angles on a straight line tells us that c + x is
equal to 180. Now let’s look at the triangle. We know that angles in a triangle add up to 180.
So, a + b + c = 180. Here we can start to see a link between these two rules.

a + b + c = 180 = c + x
a+b+c=c+x
a+b=x

Underneath this table, ask class to copy down this exercise: Find the missing angles

79°
65°

68° 33° e
d

Allow students to attempt second example on their own

 Assessments (After)

Homework Remarks
 Lesson six Year 8 LO __

Topic Angles (five)

Understanding and applying rule of Interior angles, Corresponding

Objective angles and Alternate angle

Requirements Basic knowledge on angles

Vocabulary n/a

Materials/
NA
Equipment

Introduction (Before)
Exercise Remarks

Correction of HW

After correcting the homework, instruct class to continue where we left off yesterday. Their
notes should have the format of ‘table and 2 examples’ throughout (most of) the 2 weeks
for easy reference when studying.

Plot of Events (During)

Exercise Remarks

• Interior angles
• Corresponding angles Classwork
• Alternate angles

Draw a table with two rows and three columns and ask class to copy it down. The table
should stretch across the whole page. (If possible) The rule should be highlighted\written
with a different coloured pen for prominence.

The table will be filled out as follows for now:

 Rule Properties Example
y
a
Interior Angles add up
Interior Angles
to 180 b
x

(Eg.) Explanation for Students

Interior angles are a pair of nonadjacent angles which lie between two parallel lines and the
same side of an intersecting line. Interior angles form the letter ‘C’ or ‘U’ (to be drawn in a
different colour). These interior angles add up to 180

Underneath this table, ask class to copy down this exercise: Find the missing angles

110°

72°

Allow students to attempt second example on their own

Draw a similar table for corresponding angles. Corresponding angles are equal. They form a
letter ‘F’.
Work out the examples below:

e
f

54° 140°
Link Corresponding Angles to Interior Angles.

If n = o and m = l Corresponding Angles

n n + l = 180 = m + o Angles on a Straight line
l
Then we can now see why l + o is also 180.
o
m

Draw a similar table for alternate angles. Alternate angles are equal. They for a letter ‘Z’.
Work out the examples below:

h 114°

g
48°

Assessments (After)

Homework Remarks
 Lesson Eight Year 8 LO __

Topic Angles (six)

Objective Understanding and applying rule of a square, rhombus and rectangle

Requirements Basic knowledge on angles in a quadrilateral

Vocabulary Bisect, square, rhombus and rectangle

Materials/
NA
Equipment

Introduction (Before)
Exercise Remarks

Correction of HW

After correcting the homework, instruct class to continue where we left off yesterday. Their
notes should have the format of ‘table and 2 examples’ throughout (most of) the 2 weeks
for easy reference when studying.

Plot of Events (During)

Exercise Remarks

• Square
• Rhombus Exercise
• Rectangle

Draw a table with two rows and three columns and ask class to copy it down. The table
should stretch across the whole page. (If possible) The rule should be highlighted\written
with a different coloured pen for prominence.

The table will be filled out as follows for now:

 Rule Properties Example

• All sides are equal

• Four angles of 90°
• Both pairs of opposite sides are
parallel
Square
• Equal diagonals bisect each other at
right angles
• Diagonals bisect the angles at the
vertices

Draw a similar table for the rectangle. Both pairs of opposite sides are parallel. Four angles
of 90°. Equal diagonals bisect each other. Opposite sides are equal.

Draw a similar table for the rhombus. All sides are equal. Both pairs of opposite sides are
parallel. Opposite angles are equal. Diagonals bisect each other at right angles. Diagonals
bisect the angles at the vertices.

Exercise:
Write down the names of all the quadrilaterals which have:
a. All their angles equal
b. Two pairs of opposite sides parallel
c. All their sides equal
d. Two pairs of equal sides but not all their sides equal
e. Equal diagonals
f. Bisecting angles
g. Diagonals meeting at right angles
h. Diagonals bisecting each other at right angles

Example:
 Assessments (After)

Homework Remarks
 Lesson Nine Year 8 LO __

Topic Angles (seven)

Understanding and applying rule of a parallelogram, trapezium and

Objective kite.

Requirements Basic knowledge on angles in a quadrilateral

Vocabulary Bisect, parallelogram, trapezium and kite

Materials/
NA
Equipment

Introduction (Before)
Exercise Remarks

Correction of HW

After correcting the homework, instruct class to continue where we left off yesterday. Their
notes should have the format of ‘table and 2 examples’ throughout (most of) the 2 weeks
for easy reference when studying.

Plot of Events (During)

Exercise Remarks

• parallelogram
• trapezium Exercise
• kite

Draw a table with two rows and three columns and ask class to copy it down. The table
should stretch across the whole page. (If possible) The rule should be highlighted\written
with a different coloured pen for prominence.

The table will be filled out as follows for now:

 Rule Properties Example

• Both pairs of opposite sides are

parallel
Parallelogram • Opposite sides are equal
• Opposite angles are equal
• Diagonals bisect each other

Draw a similar table for the Trapezium. One pair of opposite sides are parallel.

Draw a similar table for the Kite. Two pairs of adjacent sides are equal. One pair of opposite
angles are equal. Diagonals cross at right angles. One if its diagonals is bisected by the other
diagonal.

Exercise:
Write down the names of all the quadrilaterals which have:
a. Two pairs of opposite sides parallel
b. Two pairs of equal sides
c. Equal diagonals
d. Bisecting angles
e. Diagonals meeting at right angles
f. Diagonals bisecting each other

Assessments (After)

Homework Remarks