Name: Stephanie Finley

Lesson Plan
Lesson Title: Geometry: Angle Relationships Grade: 8 Date: December 7, 2017

Subject: Math Strand: Geometry and Spatial Sense Location: Room 8, Bishop EQ Jennings Time: 50 minutes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
Begin class by doing a review on angles from yesterday’s lesson; focus on Supplementary and complementary angles.
Discuss Opposite angle Theorem; draw an example on the board. Take up some of yesterday’s worksheet (9.2
classifying angles). Next hand out the 3.4 Angle Relationships assignment and assign questions 1-18. Walk around and
observe/assist students as they work.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Develop geometric relationships involving lines, triangles, and polyhedra, and solve problems involving lines and
triangles
Ontario Curricular Specific Expectations
Solve angle-relationship problems involving triangles (e.g., finding interior angles or complementary angles),
intersecting lines (e.g., finding supplementary angles or opposite angles), and parallel lines and transversals (e.g.,
finding alternate angles or corresponding angles);
Learning Goals
Today I will learn…
 The different relationships between angles

ASSESSMENT and EVALUATION

Success Criteria
I can: Classify an angle correctly
I can: Find the sum of a pair of angles and classify them accordingly
I can: Define the relationships between pairs of angles

Assessment
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategies: Assessment Tools:

Written, Oral, Performance Instrument used to record data
(Write, Say, Do) i.e., rubric, checklist, observation sheet,
etc.

Performance – taking up For – observation of homework Observation

homework questions completion
Written – today’s assignment Of – 9.2 Worksheet

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have:
* Some knowledge on classifying angles
* Some knowledge on angle relationships
* Some knowledge on measuring angles
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

New Vocabulary (for word wall)

 Acute, obtuse, reflex, complementary angle, supplementary angle, opposite angle theorem
Resources and Materials /Technology Integration
 Angles video if they need a refresh https://www.youtube.com/watch?v=2JSk0DC5q4g
 Smart board
 Angle relationship work sheet (25)
 Answers to 9.2 Classifying angles worksheet

Learning Environment
Students sit in regular desk set up and seating plan
Cross Curricular Links
 n/a
Lesson – Delivery Format
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction
Time: 8:45 – 9:00
-lead class discussion on refresher of classifying angles -engage in class discussion on angles
from yesterday
-discuss Opposite Angle Theorem (OAT)
Action: During /working on it
Time: 9:00 – 9:30
-Take up questions from yesterday -Write answers from yesterday on the board if asked
-hand out assignment and assign #1-18 -work on questions 1-18
-walk around and observe/assist students with work
Consolidation & Connection (Reflect and Connect)
Time: 9:30 – 9:35
-answer any final questions -ask questions
*TELL STUDENTS THEY CAN COME IN AT LUNCH FOR NOVEL
STUDY TEST REVIEW*
Extension Activities/Next Steps (where will this lesson lead to next)
Next we will learn how to classify triangles
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013