Brittany Blaska

3/6/15
7.2 Notes and 7.2 Bookwork pg. 280-281: 1-29 odd

Learning Goals
SWBAT classify pairs of angles as
complementary, supplementary, or
neither.
SWBAT find angle measures using
complementary and supplementary
angles.
Standard(s) Addressed:
7.G.5, MP5, MP3

Lesson Tasks
What tasks will be used to help students learn
the skills and understandings?
7.2 notes
7.2 bookwork
7.2 Puzzle worksheet

Materials
Calculator, book, puzzle worksheet,
protractor

Skills and Understandings

What skills or procedures will students learn how to do, or use? What will students learn
conceptually about the procedures or ideas they are applying?
Yesterday we completed the 7.2 journal pages that explored the topic of different types of
angles, specifically complementary and supplementary angles. I feel that the students had a
good understanding of yesterdays material so today I am giving them both the bookwork and
puzzle worksheet to help them gain a better conceptual and procedural understanding dealing
with identifying angles as complementary or supplementary and drawing different angles with
specific measurements.
Formative Assessment Opportunities
What questions will you ask during the lesson to assess students progress in achieving the
learning goals? How will you use those questions to help students assess their own learning?
I will ask students what they remember from yesterdays journal pages and the discussions that
we had. I will then build the notes with the students from our opening discussion. The notes will
cover what makes angles complementary or supplementary to one another. Do they have to be
adjacent? What does adjacent mean again? Can a straight angle have a complementary or
supplementary angle? Why or why not? How can you tell an angle is complementary or
supplementary based on a drawing? Is this always correct? What is the correct way to draw
angles? Can someone explain how we use a protractor in their own words?
I will be requiring the students to use their partner as a resource. If they need help, they need
to ask their partner before they call me or Mr. Martin over.

Activity Flow
Provide a brief description of the order in which key tasks will occur, how students will be organized to do the work, and the estimated amount of
time for each task.

0-5 minutes: Lateral thinking, Guessing Jar, and I have, who has?
5-15 minutes: 7.2 Notes These notes will include complementary and supplementary definitions of angles. Complementary angles
add up to 90 degrees. Supplementary angles add up to 180 degrees. The angles do not have to be adjacent to be complementary or
supplementary angles.
25-30 minutes: 7.2 bookwork I will begin the problems with the students. I feel that they have a good understanding of this material
from the journal pages and the discussions that we were having yesterday. After I do a few problems and students are no longer asking me
questions, I will walk around and monitor how the students are working and answer individual questions.
LUNCH B 11:30 - 12:00
30 40 minutes: Students will continue to work on the bookwork problems. When they are finished, they will bring their work up to me. I
want to make sure that students are showing all their work and checking their answers in the back of the book.
40-52 minutes: Once students have finished the bookwork and I have checked their work, I will give them the 7.2 Puzzle worksheet to
finish. Both of these assignments will be due first thing on Monday.

Brittany Blaska
3/6/15
7.2 Notes and 7.2 Bookwork pg. 280-281: 1-29 odd

52-60 minutes: Summarize what we learned today about the complementary and supplementary angles. See how students feel about it
(if they think it is more useful, efficient, easier to use, etc.). Assign a classroom DJ.

Summary: What are the big take-away ideas of the lesson? How do these connect to what you will do in the next lesson?
Today we finished off section 7.2 bout complementary and supplementary angles. Students gained a better conceptual understanding about what
makes a pair of angles complementary or supplementary and a better procedural understanding about how to prove that mathematically. They
also practiced their skills using a protractor and drawing angles with specific measurements. Monday we will lead into section 7.3 about triangles.