Enhancement and Consolidation Camps

Mathematics 7
Lesson 9
Identifying and
Applying Relationships
of Angles at a Point
and on a Straight Line
Key Idea: Solve problems involving algebraic expressions.
.

Lesson Component 1 (Lesson Short Review)

Questions

1. (i) Complete: An acute angle measures less than ________ degrees.

(ii) Complete: An obtuse angle measures between _______

degrees and ___________ degrees.

2. (i) The measures of angles at a point add to ________degrees.

(ii) The measures of vertically opposite angles are _____________ .

Key Idea: Solve problems involving algebraic expressions.
.

Lesson Component 1 (Lesson Short Review)

Questions

1. (i) Complete: An acute angle measures less than

____
90º degrees.
(ii) Complete: An obtuse angle measures between _______
90º
degrees and ___________
180º degrees.

2. (i) The measures of angles at a point add to ________degrees.

360º

(ii) The measures of vertically opposite angles are _____________

equal .
Key Idea: Solve problems involving algebraic expressions.
.

Lesson Component 1 (Lesson Short Review)

Questions

3. (𝑦 − 20)°

(x + 20)° 80°
Key Idea: Solve problems involving algebraic expressions.
.

Lesson Component 1 (Lesson Short Review)

Questions

3. (𝑦 − 20)°
(𝑥 + 20)° = 80° (vertically opposite angles)
𝑥 = 60
(x + 20)° 80°
(𝑦 − 20)° + 80° = 180° (angles on a straight line)
𝑦 + 60 = 180
𝑦 = 120

 Vertical angles are congruent.

Lesson Component 2
.

(Lesson Purpose/Intention)

Time: 3 minutes
GOAL:
Identify and apply relationships
of angles at a point and on a
straight line.
. Lesson Component 3 (Lesson Language Practice)
Time: 5 minutes
Key words/terms are:

adjacent angles
measure of an angle
intersecting lines
angles at a point
. Lesson Component 3 (Lesson Language Practice)
Time: 5 minutes
Key words/terms are:
acute angles
obtuse angles
reflex angles
right angles
straight angles
complementary angles
supplementary angles
vertically opposite angles
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
What’s the word?
adjacent angle obtuse angle
reflex angle right angle
straight angle acute angle
It refers to an angle that measures less
than 90 degrees.
acute angle
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
What’s the word?
adjacent angle obtuse angle
reflex angle right angle
straight angle acute angle
It refers to an angle that measures more
than 180 degrees.
reflex angle
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
What’s the word?
adjacent angle obtuse angle
reflex angle right angle
straight angle acute angle
It refers to an angle that measures 180
degrees.
straight angle
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
What’s the word?
adjacent angle obtuse angle
reflex angle right angle
straight angle acute angle
It refers to an angle that measures between
90 degrees and 180 degrees.
obtuse angle
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
What’s the word?
adjacent angle obtuse angle
reflex angle right angle
straight angle acute angle
It refers to an angle that measures 90
degrees.
right angle
 Lesson Component 4 (Lesson Activity)
. Time: 25 minutes
Part 4A
Stem for Items 1 and 2
Max is a designer and is creating designs for the entry to a new building. He
needs to know the sizes of all the angles that he uses in his designs and to know
their relationships with other angles in the designs.
The diagrams below show parts of Max’s designs:
 Lesson Component 4 (Lesson Activity)
. Time: 25 minutes
Part 4A
Stem for Items 1 and 2
Max is a designer and is creating designs for the entry to a new building. He needs to
know the sizes of all the angles that he uses in his designs and to know their
relationships with other angles in the designs.
The diagrams below show parts of Max’s designs:
 Lesson Component 4 (Lesson Activity)
. Time: 25 minutes
Part 4A
Stem for Items 1 and 2

Max is a designer and is creating designs for the entry to a new building. He needs to
know the sizes of all the angles that he uses in his designs and to know their
relationships with other angles in the designs.
The diagrams below show parts of Max’s designs:
Part 4B
Item
. 1
Questions
1. (i) What types of angles are a pair of angles that together
make a right angle?
(ii) In Diagram 1, ∠D = 20°. Find the size of ∠ABD.
2. In Diagram 2,
(i) Find the value of 𝑥.
(ii) What type of angle is ∠𝐸?
3. In Diagram 3, find the value of 𝑥 and the size of ∠𝐾OM
and ∠𝐽OM.
Part 4B
Item
. 1
Questions
1. (i) What types of angles are a pair of angles that together
make a right angle? complementary angles
(ii) In Diagram 1, ∠D = 20°. Find the size of ∠ABD.

∠ 𝐴BD = 90° − ∠ 𝐷BC

= 90° − 20°
= 70°
Part 4B
Item
. 1
Questions
2. In Diagram 2,
(i) Find the value of 𝑥.
∠EHF, ∠FHG and ∠EHG together form an angle of
revolution (360°).
Therefore, 110° + 80° + 𝑥° = 360°
𝑥° = 360° − 190°
𝑥 = 170
(ii) What type of angle is ∠EHG?
∠EHG is a reflex angle
Part 4B
Item
. 1
Questions

3. In Diagram 3, find the value of 𝑥

Since ∠
and ∠
are straight lines, ∠ 𝐽 and ∠ 𝐾 are equal
vertically opposite angles.
Therefore, (3𝑥 + 35)° = (110 − 2𝑥)°
3𝑥 + 2𝑥 = 110 − 35
5𝑥 = 75
𝑥 = 15
Part 4B
Item
. 1
Questions
3. In Diagram 3, find the size of ∠𝐾OM and ∠JOM
∠ KOM and ∠ JOM = (3𝑥 + 35)° (or (110 − 2𝑥)°
= (3(15) + 35)°
= 45° + 35°
= 80°

∠ 𝐽OM and ∠ 𝐾OL are also equal vertically opposite angles and equal supplements to
∠ 𝐽OL and ∠ 𝐾OM respectively, because they lie on the straight line 𝐿M.
∠ 𝐽OM = ∠ 𝐾OL = 180° − 80°
= 100°
Part 4C
Item
. 2
Questions
1. (i) What type of angles are a pair of angles that together make
a straight angle?
(ii) In Diagram 4, ∠𝑆 = 65°. Find the size of ∠PQS.
2. In Diagram 5,
(i) find the value of 𝑥?
(ii) What type of angle is ∠𝑉ZW?
3. In Diagram 6, find the size of each of the four angles.
Part 4C
Item
. 2
Questions
1. (i) What type of angles are a pair of angles that together make
a straight angle? supplementary angles
(ii) In Diagram 4, ∠𝑆 = 65°. Find the size of ∠PQS.
∠ PQS + ∠ SQR = 180° (∠ PQR is a straight angle)
∠ PQS + 65° = 180°
∠ PQS = 180° - 65°
= 115°
Part 4C
Item
. 2
Questions
2. In Diagram 5,
(i) find the value of 𝑥?
(ii) What type of angle is ∠𝑉ZW?
3. In Diagram 6, find the size of each of the four angles.
Part 4C
Item
. 2
Questions
2. In Diagram 5,
(i) find the value of 𝑥?
∠𝑋ZV + ∠ 𝑉ZW + ∠𝑌ZW = 180° (∠𝑉ZW is a straight angle)
𝑥° + 3𝑥° + 𝑥° = 180°
5𝑥 = 180
𝑥 = 36
(ii) What type of angle is ∠𝑉ZW?
∠𝑉ZW = 3𝑥°
= 3 × 36°
= 108°
Therefore, ∠𝑉ZW is an obtuse angle.
Part 4C
Item
. 2
Questions
3. In Diagram 6, find the size of each of the four angles.
∠AOC = ∠ 𝐵OD (vertically opposite angles)
(84 − 𝑥)° = (100 − 3𝑥)°
3𝑥 − 𝑥 = 100 − 84
2𝑥 = 16
𝑥=8
Part 4C
Item
. 2
Questions
3. In Diagram 6, find the size of each of the four angles.

Therefore, ∠𝐴OC = (84 − 𝑥)°

= 84 – 8
∠𝐴OC = 76°

Since ∠𝐴OC = ∠BOD

Therefore, ∠BOD = 76°
Part 4C
Item
. 2
Questions
3. In Diagram 6, find the size of each of the four angles.
∠𝐴OB + ∠𝐴OC = 180°(∠BOC is a straight
angle)
∠𝐴OB + 76 = 180
= 180 - 76
∠𝐴OB = 104°
= ∠COD (vertically opposite angles)
Therefore, ∠AOC = 76°; ∠BOD = 76°,
∠AOB= 104°, ∠COD = 104°
Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on
.Student Goals)

Time: 5 minutes
o What do you think were the key mathematical concepts addressed in this
lesson?
o Would you rate your level of understanding of the material covered in this
lesson as high, moderate, or low?
o Has the lesson helped you to gain further insight into aspects of the
material covered that represent strengths or represent weaknesses?
o What would you describe as the main barriers, if any, to your ongoing
progress and achievement in relation to the topic area addressed in this
lesson?
o What do you think would best assist your ongoing progress and
achievement in relation to the topic area?