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Warm Up

Warm Up. Problem of the Day. Lesson Presentation. Lesson Quizzes. Math Journal (5 Min).

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Warm Up

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  1. Warm Up Problem of the Day Lesson Presentation Lesson Quizzes

  2. Math Journal (5 Min) • K-W-L - Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, write the “K” what they know and “W” what they want to know about the lesson before they have been taught the lesson, and at the end of class, write the “L” what they now know (Learned) about the lesson after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 sentence that they learned that pertained to the lesson.

  3. Homework Review (5 Min)

  4. Warm Up Draw each figure. 1. line segment 2. line 3. ray 4. plane

  5. Problem of the Day Find the measure of the smaller angle between the hour and minute hands on a clock at eight o’clock? 120°

  6. Textbook Examples (I Do) (5 Min)

  7. Learn to identify angles and angle pairs.

  8. Vocabulary angle vertex right angle acute angle obtuse angle straight angle complementary angles supplementary angles

  9. A Vertex 1 B C An angleis formed by two rays with a common endpoint. The two rays are the sides of the angle. The common endpoint is the vertex. Angles are measured in degrees (°).

  10. An angle’s measure determines the type of angle it is. A right angle is an angle that that measures exactly 90°. The symbol indicates a right angle. An acute angle is an angle that measures less than 90°. Anobtuse angle is an angle that measures more than 90° but less than 180°. A straightangle is an angle that measures exactly 180°.

  11. Additional Example 1: Classifying Angles Tell whether each angle is acute, right, obtuse or straight. A. B. acute angle obtuse angle

  12. Reading Math You can name this angle ABC, CBA, B, or 1. A • 1 B• •C

  13. Check It Out: Example 1 Tell whether each angle is acute, right, obtuse, or straight. B. A. straight angle acute angle

  14. If the sum of the measures of two angles is 90°, then the angles are complementary angles. If the sum of the measures of two angles is 180°, then the angles are supplementary angles.

  15. To find mPMQ start with the measure that QM crosses, 105°, and subtract the measure that MP crosses, 75°. mPMQ = 105° -75° = 30°. mOMP = 60°. P Q O N R M Additional Example 2A: Identifying Complementary and Supplementary Angles Use the diagram to tell whether the angles are complementary, supplementary, or neither. OMP and PMQ Since 60° + 30° = 90°, PMQ andOMP are complementary.

  16. Reading Math If the angle you are measuring appears obtuse, then its measure is greater than 90°. If the angle is acute, its measure is less than 90°.

  17. P Q Reading Math O Read mNMO as “the measure of angle NMO.” N R M Additional Example 2B: Identifying Complementary and Supplementary Angles Use the diagram to tell whether the angles are complementary, supplementary, or neither. NMO and OMR mNMO = 15° and mOMR = 165° Since 15° + 165° = 180°, NMO andOMR are supplementary.

  18. To find mPMQ start with the measure that QM crosses, 105°, and subtract the measure that MP crosses, 75°. mPMQ = 105° -75° = 30°. mQMR = 75°. P Q O N R M 8-2 Additional Example 2C: Identifying Complementary and Supplementary Angles Use the diagram to tell whether the angles are complementary, supplementary, or neither. PMQ and QMR Since 30° + 75° = 105°, PMQ andQMR are neither complementary nor supplementary.

  19. D E C F B A Check It Out: Example 2A Use the diagram to tell whether the angles are complementary, supplementary, or neither. BAC and CAF mBAC = 35° and mCAF = 145° Since 35° + 145° = 180°, BAC andCAF are supplementary.

  20. To find mCAD start with the measure that DA crosses, 90°, and subtract the measure that CA crosses, 35°. mCAD = 90° -35° = 55°. mEAF = 35°. D E C F B A Check It Out: Example 2B Use the diagram to tell whether the angles are complementary, supplementary, or neither. CAD and EAF Since 55° + 35° = 90°, CAD andEAF are complementary.

  21. D E C F B A Check It Out: Example 2C Use the diagram to tell whether the angles are complementary, supplementary, or neither. BAC and EAF mBAC = 35° and mEAF = 35° Since 35° + 35° = 70°, BAC andEAF are neither supplementary nor complementary.

  22. Additional Example 3: Finding Angle Measures Angles A and B are complementary. If mA is 56°, what is the mB? Since A and B are complementary, mA + mB = 90°. mA + mB = 90° 56° + mB = 90° Substitute 56° for mA. Subtract 56° from both sides. – 56° – 56° mB = 34° The measure of B = 34°.

  23. Check It Out: Example 3 Angles P and Q are supplementary. If mP is 32°, what is the mQ? Since P and Q are supplementary, mP + mQ = 180°. mP + mQ = 180° 32° + mQ = 180° Substitute 32° for mP. Subtract 32° from both sides.. – 32°– 32° mQ = 148° The measure of Q = 148°.

  24. Class work Problems (We Do) (10 Min) • Pg. 318-319 (1-9)

  25. Small Group CW(Yall Do) (10 Min) • Pg. 318-319 (10-26 EOE)

  26. Homework (You Do) (10 Min) • Pg. 318-319 (11, 15, 17, 19, 23 odd)

  27. Math Journal (5 Min) • K-W-L - Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, write the “K” what they know and “W” what they want to know about the lesson before they have been taught the lesson, and at the end of class, write the “L” what they now know (Learned) about the lesson after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 sentence that they learned that pertained to the lesson.

  28. Lesson Quizzes Standard Lesson Quiz Lesson Quiz for Student Response Systems

  29. 2. Lesson Quiz: Part I Tell whether each angle is acute, right, obtuse, or straight. straight 1. obtuse

  30. Lesson Quiz: Part II Use the diagram to tell whether the angles are complementary, supplementary, or neither. 3. AZB and BZC neither complementary 4. BZC and CZD 5. Angles M and N are supplementary. If mM is 117°, what is mN? 63°

  31. Lesson Quiz for Student Response Systems • 1. Identify the type of the given angle. A. acute B. obtuse C. right D. straight

  32. Lesson Quiz for Student Response Systems • 2. Identify the type of the given angle. A. acute B. obtuse C. right D. straight

  33. Lesson Quiz for Student Response Systems • 3. Use the diagram to identify the type of the given pair of angles. mAOB and mBOD A. complementary B. supplementary C. right D. none

  34. Lesson Quiz for Student Response Systems • 4. Angles A and B are complementary. If mA is 36°, what is mB? A.54° B.90° C.126° D.144°

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