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# Lesson Plan Guide

## Overall Learning Sequence:

Geometric measurement: understand concepts of angle and measure
Date: March 21, 2017
angles.

Objective/goal:
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a
common endpoint, and understand concepts of angle measurement:
8 p.

1. A=56 2. A=51 3. A=43 4. A=25 5. A=59 6. A=41
7. A=119 8. A=152 9. A=128 10. A=59 11. A=29 12. A=52

Associated concepts:
Right, acute, straight, and obtuse angels, protractor, addition and subtraction

Materials/Technology:
Worksheet, smartboard, protractor
Anticipation:
Students might confuse complimentary and supplementary
Students might want both types to equal 90 or 180 degrees
Students might miscalculate their solutions

## Lesson Phase Description of Activities and Setting

Activate prior v=_7FwqgcCSA0
Before
knowledge 8 p.
In the video, we saw that there are two different types
on angle pairs, complimentary and supplementary. One
adds up to 90 degrees and the other to 180 degrees.
Can you remember which one is which? Thats right,
complimentary adds up to 90 because it is a right angle
and supplementary adds up to 180 degrees because it is
Make sure problem a straight angle. So lets practice (draw complementary
is understood 8 p. angle with one angle 30 degrees). How do I find the
missing angle? Since it is a right angle I am going to
take the number 90 and make it equal to x + 30. Then I
am going to subtract 30 from both sides to get 60. Now,
I will draw a supplementary angle with one angle equal to
60. I will say 47+x=180 and then subtract 47 from both
sides to get 133.
We are going to work on the first supplementary and
complementary problems together and then you are
Establish clear
going to work independently to solve the rest. When you
expectations 5 p.
finish, you can use a protractor to check.

## Go over first problem for each type (34+A = 90,

subtract 34 from both sides A=56). (61+A=180, subtract
During Let go! 4 p.
61 from both sides A=119).

## As I am walking around, I will observe the students

Notice students thinking by asking them questions such as
mathematical I see you added these numbers, can you tell me why?
thinking 8 p. What is another way to solve this?
Can you remind me what the sum is supposed to be here?
If I see a student is stuck, I will have them draw a right
or straight angle with me and use a protractor to
Support 8 p. measure them. We will discuss the fact that
complementary angles come from right angles and
supplementary angles come from straight angles.
Homework worksheet