Lesson Plan

Name Francesca Scarmato

Lesson #, Lesson Title Lesson #3, Vertical and Adjacent Angles
Date and Day of the Week Monday, February 25, 2019
Grade Level and Class Grade 10; Geometry
Period and Length Period 3, 60 min.
Materials Needed Binder/Notebook, pen/pencils, graphing calculator (optional),
homework handout, exit ticket
Standards and Objectives
Standards:
 7.G.B.5 – Use facts about supplementary, complementary, vertical, and adjacent angles in a
multi-step problem to write and solve simple equations for an unknown angle in a figure.
Learning Objectives: Use concrete, specific and measurable (observable) learning objectives
for the lesson. What will the student be able to do?
Students will be able to identify adjacent and vertical angles in order to find the measures of missing
angles based on their background knowledge of supplementary and complementary angles.
Central Focus: Students will be able to use angle relationships to find measures of angles.

Academic Language Demands:

 In order for the students to be intellectually engaged in this lesson they must understand math
terms, such as: angle, vertex, side, line, line segment, ray, point, bisect,
 The specific terms students need to support learning of the objective(s) for this lesson are:
vertex, intersecting lines, straight angle, complementary angle, supplementary angle
 Students will need to be able to use all forms of language, such as: reading, writing, listening,
and speaking, in order to participate in learning tasks and demonstrate their learning for this
lesson.
Instructional Strategies and Learning Tasks that Support Student Needs
Time Action Rationale

Launch (Motivation) To assess what the students

What can you Do Now: have retained from the
5 min lessons they have learned
Solve for x and find ∠QRT. in the previous week.

x = 14; ∠QRT = 47°

Supplementary because the

Based on the diagram, is this angle complementary or angle consists of a straight
supplementary? Explain. line that measures to 180°.

Instructional Procedure (Explore) Students will have a better

understanding of the
5 min Slide 1: Adjacent Angles relationships between the
types of angles by
identifying complementary
 Complementary angles and supplementary angles can and supplementary angles
be adjacent angles or nonadjacent angles. Adjacent as adjacent or nonadjacent
angles are two angles that share a common vertex and angles that may consist of
side, but have no common interior points. vertical angles learned
within the lesson.

∠5 and ∠6 are adjacent angles. Complementary Angles:

∠7 and ∠8 are nonadjacent angles.
∠CAB and ∠RST (by adding
10 min Slide 2: Identify these two angles they equal
to 90°.)
In the figure, name a pair of complementary angles, a
pair of supplementary angles, and a pair of adjacent Supplementary Angles:
angles. R ∠CAD and ∠RST (by adding
D
these angles they equal to
C 127°
A 53° 180°)
37° S T
Adjacent Angles:
B
∠CAD and ∠CAB (these
Slide 3: Vertical Angles angles share a common
vertex and side)
5 min Vertical Angles are formed by intersecting lines.

Vertical Angles are congruent.

What does congruent
4 mean? Equal.
3 6
5
Can be denoted as: ≅
∠3 and ∠6 are vertical angles.
∠4 and ∠5 are vertical angles.

Slide 4: Try this…

10 min
Using the definition of
Do any of the numbered angles on the figure form a vertical angles, meaning
linear pair? Which angles are vertical angles? Explain two angles are equal to
your reasoning. each other, the term linear
1 2 3 pair [or conjecture] is
6 5 4 introduced to grasp the
concept that when two
 A linear pair is a pair of adjacent angles formed when adjacent angles are formed
two lines intersect. The two angles of a linear pair are from two lines intersecting,
always supplementary, which means their measures the measures of the angles
add up to 180°. are equivalent to 180°

20 min Structured Practice and Application Students will be able to

Read and answer each question with complete work. apply what they have
learned through the
Solve for the missing angles. instructional procedure to
1. m∠r various problems in
r 104° solving for the missing
m∠s s t
m∠t angles based on terms,
such as: adjacent angles,
2. m∠L vertical angles, linear pair,
m∠m congruent, discovered
m∠n throughout the lesson.

1. m∠r = 76°
3. m∠k
m∠s = 104°
m∠m
m∠t = 76°
m∠L
2. m∠L = 42°
4. m∠a
m∠m = 138°
m∠b
m∠n = 42°
m∠c
3. m∠k =70°
5. m∠g
m∠m= 110°
m∠h
m∠L = 70°
m∠f

Find the measure of each numbered angle, given 4. m∠a = 80°

m∠1 = 44°. m∠b = 100°
m∠c = 80°
6. m∠2
7. m∠3 5. m∠g =35°
8. m∠4 m∠h = 145°
9. m∠5 m∠f = 145°
10. m∠6

After Structured Practice Assessment To determine if students

comprehended the topic of
5 min Exit Ticket: 3-2-1 Activity adjacent and vertical angles
through a 3-2-1 Activity
State 3 things you learned.
Explain 2 important details.
Write 1 question you still have.
describing what they
learned throughout the
lesson based on the
instructional procedure as
well as their structured
practice and application.

Homework Handout

Closure

Exit Ticket

Homework Handout
Name: Date:

Algebra 3/4 – Adjacent and Vertical Angles Homework

Directions: Answer each question fully with complete work.

Fill in the blanks.

1. Adjacent angles are two angles that share a common and , but

have no common interior points.

2. Vertical angles are formed by lines and are .

Find the measure of each numbered angle:

3. Given m∠1 = 29° 4. Given m∠3 = 138°

5. Given m∠2 = 42°

a. m∠1 =

b. m∠3 =

c. m∠4 =

d. m∠5 =

e. m∠6 =
Name: Date:

Algebra 3/4 – Adjacent and Vertical Angles Classwork

Solve for the missing angles.

1. m∠r 2. m∠L
r 104°
m∠s s m∠m
t
m∠t m∠n

3. m∠k 4. m∠a

m∠m m∠b

m∠L m∠c

5. m∠g

m∠h

m∠f

Find the measure of each numbered angle, given m∠1 = 44°.

6. m∠2

7. m∠3

8. m∠4

9. m∠5

10. m∠6