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Recognize and discuss the relationship between complimentary and supplementary angles.
R, U
R, U, An,
Ap
R, U, An,
Ap
A, E
U, An,
Ap, E, C
physical
development
socioemotional
*
*
Common Core standards (or GLCEs if not available in Common Core) addressed:
-CCSS.MATH.CONTENT.8.G.A.1: Verify experimentally the properties of rotations, reflections, and translations:
-Students must be able to define an angle and be able to create and measure an angle using a ruler and
protractor.
Pre-assessment (for learning):
-Pre-test will be given to see what the students know. (Attached Sheet: Ch 3 Test A)
Outline assessment
activities
(applicable to this lesson)
-Teacher will ask students what the following are and what their definition means:
Adjacent angle
Vertical angle
Complementary angle
Supplementary angle
Formative (for learning):
-Students will use white boards to do in class problems that the teacher will check as they go through
the lesson. No quiz will be given yet.
Formative (as learning):
-Students will use white boards to do in class problems that the teacher will check as they go through
the lesson.
Summative (of learning):
-Students will have a homework assignment they must turn in to get graded.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
11-11-14
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
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Components
Motivation
(opening/
introduction/
engagement)
15
min
Development
(the largest
component or
main body of
the lesson)
7-8
min
7-8
min
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7-8
min
5 min
2-3
min
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I quickly learned that this group needs a lot of practice problems in order to understand the concept. I ended up skipping the
section where I had students graphing angles and performing transitions in order to do more practice problems to solve for
various different angles using the angle types they had just learned. These students need examples and repetitive practice in
order for them to grasp a new concept. To teach this lesson again, I would leave transitions on angles as an extra activity, time
permitting, and I would give the students more problems to work on as I walk around the class to check their work and help
them when necessary. However, this style is unique for this specific group of 8 th graders, so it will need to readjusted for a
different group of students. On a positive note, the students reached all the goals in this lesson, and showed me they learned
the material when they were correctly solving problems on their worksheets without help. Overall, this is a good lesson, I just
needed to refine my methods to better fit this class.
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