Subject: Math 20-2 Date: March 9th, 2020

Lesson Topic: Naming Angles Length: 75 mins

Grade: 20-2 Teacher: Vanessa Wilson

Alberta Program of Study

General Outcome:
Develop spatial sense

Specific Learning Outcome:

1. Derive proofs that involve the properties of angles and triangles
2. Solve problems that involve properties of angles and triangles

Objectives
Student will ….
• Learn the terms supplementary, complimentary and opposite angles
• Be able to identify supplementary, complimentary and opposite angles
• Find missing angles using supplementary, complimentary and opposite angles
reasoning

Materials
• Laptops - GeoGebra
• Assignment

Procedure
Bell Work (5 mins)
• First day of puzzle bell work
- Student will not be making progress graphs this week, as they are not expected to
complete the puzzles in the five minutes given, but having these puzzles will help
them in their puzzle analysis project

Introduction (20 mins)

• Students will explore GeoGebra and discover the tools that they can use to make
different types of lines (parallel, perpendicular and transversal) and how to measure
the angles
- Without introducing the terms, prompt students to measure supplementary,
complimentary, opposite corresponding, alternate exterior, alternate interior,
same side interior and same side exterior angles and ask if they can create a
conjecture for these angles

Lesson (25 mins)

• Will take formal notes of supplementary, complimentary, opposite corresponding,
alternate exterior, alternate interior, same side interior, same side exterior angles and
 then complete one-page identifying angle relationships to practice naming these
properties
- Include diagrams in the notes
• Returning back to GeoGebra, students will create triangle and work the angle
properties of triangles
• Will take formal notes on angles of triangles and then practice identifying angles on
the missing angle worksheet
- Include diagrams in these notes

Assignment (15 mins)

• Students will complete parallel line angle assignment
- Have to find the value of 55 angles and give reason for each

Evaluation
Formative
Observing student’s conjectures about angles in parallel lines.
Observing student’s ability to complete practice sheets – are they struggling with identifying
any of the properties?

Summative
Students assignments will be handed in and marked
Reflection
Students had harder time orientating and becoming confident with the GeoGebra software
then expected, therefore my introduction took longer than planned and there was not time
for students to work with triangle on GeoGebra. Decided to have students verbally recall the
properties of triangles, before introducing assignment. I made this decision because I wanted
the students to have time in class to start the assignment, so I was confident they knew what
I was asking of them and had the skills need to complete the assignment.
- The properties of triangles were included in the notes I upload onto google
classroom so students could had then to their notes

I was not able to mark students finished assignment as due date was originally March 16 th
and the government closed school March 15th and we did not return to our placements.