MATHEMATICS

GRADE 9

DATE: ……………………………………….

TOPIC: GEOMETRY OF STRAIGHT LINES

CONCEPTS & SKILLS TO BE ACHIEVED:

 By the end of the lesson learners should know and be able to write clear descriptions of the
relationship between angles formed:
 perpendicular lines
 Intersecting lines

DBE Workbook 1, Sasol-Inzalo book 1, Textbooks,

RESOURCES:
https://drive.google.com/open?id=1Qw6gZzmSxQ-ypsHmqx1LHnVbA2HsKX79
ONLINE RESOURCES
https://www.thelearningtrust.org/asp-treasure-box

INTRODUCTION
Revision on the concept from Grade 8:
Fundamentals:

What is an angle?
This is when two sides (arms) meet at a common point (vertex) or rotate/diverge from a common
point.

Parts of an angle
The common point is called the vertex
And the two straight sides are called arms.

Grade 9
Page 1 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
 DAY 1: ACTIVITY 1&2
LESSON PRESENTATION/DEVELOPMENT

Learning activities
Teaching activities (Learners are
expected to)

Labelling Angles

There are two main ways to label angles:

1. give the angle a name, usually a lower-case letter like 𝒂 𝑜𝑟 𝒃, or

sometimes a Greek letter like 𝜶 (𝑎𝑙𝑝ℎ𝑎) or 𝜽 (𝑡ℎ𝑒𝑡𝑎), 𝒙 𝑜𝑟 𝒚, etc.
Or
2 by using the three letters on the shape that define the angle,
with the middle letter being where the angle is (its vertex).

Example

𝑥 Vertex A

C
A C B
Vertex C Vertex B

A
C B

Vertex A: ˆ ; BAC
A ˆ ; CAB
ˆ ;x

Vertex B: ˆ ; ABC
B ˆ ; CBA
ˆ ;y

Vertex C: ˆ ; ACB
C ˆ ; BCA
ˆ ;z

Grade 9
Page 2 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
Work through the following activity:

Activity 1

1.1 Use the marked angles to complete the statements below:

The angles can be labelled as:

𝐵𝐴̂𝐶 𝑜𝑟 𝑨
̂1
𝐶𝐴̂𝐷 𝑜𝑟 … … 𝟏. 𝟏. 𝟏 …
𝐵𝐴̂𝐷 𝑜𝑟 (… . 𝟏. 𝟏. 𝟐 … . + 𝑨
̂ 2)

̂ 1 and 𝑨
𝑨 ̂ 2 are called ……1.1.3 ……… angles because they have the
same vertex ….1.1.4…..., a common arm AC and lie on opposite side of
AC.

Grade 9
Page 3 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
Activity 2

Types of angles: Complete the table below by providing the missing information

Name Diagram Description

A
Acute angle 2.1
O B

The square on the

diagram is the symbol to
2.2 indicate 90°.
We say that AO is
perpendicular to OB and
we write this as AO  OB ,
where is the symbol
for perpendicular (90°).
Obtuse angle 2.3 Between 90° and 180°
Straight line
2.4

Reflex angle 2.5 Between 180° and 360

2.6 OB rotate until it is on top

A/B of OA
O
The angle is equal to 360°

CONSOLIDATION/CONCLUSION
Emphasise the following

 Where two lines meet or cross, they form an angle.

The point where the two arms (lines) meet is called the vertex.
An angle is an amount of rotation. One of the units to measure angles is
degrees. P
 There are two main ways to label angles:

1. give the angle a name, usually a lower-case letter like 𝒂 𝑜𝑟 𝒃, or

sometimes a Greek letter like 𝜶 (𝑎𝑙𝑝ℎ𝑎) or 𝜽 (𝑡ℎ𝑒𝑡𝑎), 𝒙 𝑜𝑟 𝒚, etc.
Or
2 by using the three letters on the shape that define the angle,
with the middle letter being where the angle is (its vertex).

Grade 9
Page 4 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
MEMORANDUM: DAY 1:

Activity 1 & 2

̂2
1.1.1 𝑨

1.1.2 ̂1
𝑨
1.1.3 adjacent

1.1.4 𝑨

Activity 2

2.1 Between 0° and 90°

2.2 Right angle
2.3

2.4 Equal to 180°

2.5

2.6 Revolution

Grade 9
Page 5 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
 DAY 2 &3: ACTIVITY 3,4 &5:
LESSON PRESENTATION/DEVELOPMENT

Activity 3

3.1 Use a protractor to measure the sizes of all angles in each of the figures below.

Write down your answer on each figure.

Note. The number written on figure 1 and figure 2 are not the sizes of the angles.

1 2

Figure 1 figure 2

3.2 Use your measured angles to determine the sum of the angles below:

a) 1̂ + 2̂ = __________ b) 3̂ + 4̂ + 5̂ = __________

3. 3.3 Which pair of angles are adjacent angles in figure 2?

4.
3.4 Instruct learners to draw a diagram that contains a common arm and vertex to
illustrate how an angle and adjacent angles are formed.

3.5 Define the concept supplementary angles.

Grade 9
Page 6 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
Work through the following activity:
Activity 4  learners may
work in pairs
4.1. In the figure below, AME is a straight line with equal supplementary
angles AM̂ C and EM
̂ C and line segment CM intersects AE at M.

C  measure the
angles in activity
4.1 en 4.2

 study the figure

A M E and answer the
questions
a) Measure the sizes of AM̂ C and 𝐸M
̂C ?
b) What is the relationship between line segments AE and CM?
Justify your answer.

4.2. Consider the figure below, lines AB and CD intersect at point M.

B
C

A D

a) Which pair of angles are equal?

b) Can you explain why they are equal?
c) ̂ A + DM
What is the size of CM ̂ A and CM
̂ A + CM
̂ B?
Provide reason for your answer.
d) ̂ A + DM
Is it true that CM ̂ A = CM
̂ A + CM
̂B ?
e) What conclusion can you made in question “d” above.

Grade 9
Page 7 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
MEMORANDUM: Day 2 & 3

Activity 3 & 4

3.1 a) ∠1 + ∠2 = 800 + 1000 = 1800

b) ∠3 + ∠4 + ∠5 = 800 + 600 + 400 = 1800

3.2 a) Size of 1̂ + size of 2̂= 180° b) Size of 3̂ + size of 4̂ + size of ̂5 = 180°

3.3 Which pair of 3̂ and 4̂ ; 4̂ and ̂5

3.4

Common arm
1 2

vertex

3.5 If two or more angles add up to 1800, they are called adjacent

supplementary angles E.g. 𝟏

̂+ 𝟐
̂

Activity 4

4.1. a. AM
̂ C = EM
̂ C = 90°
b.𝐿𝑖𝑛𝑒 𝐶𝑀 is perpendicular to 𝑙𝑖𝑛𝑒 𝐴𝐸 ∴ ( CM ⊥ AE ) ; AM
̂ C = EM
̂ C = 90°

4.2

a. AM ̂ B and AM
̂ D = CM ̂ C = BM
̂D

b. They are vertically opposite angles

c. Both = 1800 adjacent angles on a straight line
d. Yes
e. Vertically opposite angles are equal.

Grade 9
Page 8 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
CONSOLIDATION/CONCLUSION
Emphasise the following:

1. Adjacent angles
Two angles with a common arm and vertex are adjacent angles.

Examples

ˆ and A
A ˆ are adjacent angles ie. CAD
ˆ and BAD
ˆ are adjacent angles.
1 2

2. Complementary angles
ˆ and B
Two angles A ˆ B
ˆ are adjacent complementary angles if A ˆ  90

Examples

ˆ A
A ˆ  90
1 2

ˆ and A
A ˆ are complementary angles
1 2

b) The complement of: 40 is 50

30 is 60
x is 90  x

Grade 9
Page 9 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
3. Supplementary angles
ˆ and B
Two angles A ˆ B
ˆ are adjacent supplementary angles if A ˆ  180

ˆ B
If ABC is a straight line, then B ˆ  180
1 2

(b) The supplement of: 120 is 60

15 is 165
y is 180  y

4. Angles on a straight line

If a set of adjacent angles fall on a straight line, then they add up to 180 .

Example
D

2 1
C
A B
ˆ B
If ABC is a straight line, then B ˆ  180
1 2

Reason:  ’s on a straight line

5. Vertically opposite angles

When two straight lines intersect each other, the vertically opposite angles are equal

Example

ˆ O
AB and CD intersect at O, then O ˆ and O
ˆ Oˆ
1 2 3 4

Reason: vert. opp  ’s

Grade 9
Page 10 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
 HOMEWORK/CONSOLIDATION: Do the following exercises. The solutions can be found at the
end of the lesson.
FIRST ATTEMPT TO DO THE EXERCISE BEFORE YOU WORK THROUGH THE SOLUTIONS

Activity 5

5.1 Identify each pair of angles as adjacent, vertical,complementary or supplementary.

a) ̂ 𝒂𝒏𝒅 𝟐
𝟏 ̂
b) ̂ 𝒂𝒏𝒅 𝟒
𝟏 ̂
c) ̂ 𝒂𝒏𝒅 𝟒
𝟑 ̂
d) ̂
̂ 𝒂𝒏𝒅 𝟓
𝟒

5.2

Theorem: Angles on a straight line

If a set of adjacent angles fall on a straight line, then they add up to 180 .
Example
D

2 1
C
A B
ˆ B
If ABC is a straight line, then B ˆ  180
1 2

Reason:  ’s on a straight line

5.2.1 Determine the sizes of the unknown angles below. Build an equation each time as you solve
these geometric problems. Always give a geometric reason for every statement you make.

a. Calculate the size of 𝑎. b) Calculate the size of 𝑥.

Grade 9
Page 11 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
c. Calculate the size of y

5.3 Prove that PQR is a straight line

a) b)

5.4

Theorem: Vertically opposite angles

When two straight lines intersect each other, the vertically opposite angles are equal

Example

ˆ O
AB and CD intersect at O, then O ˆ and O
ˆ Oˆ
1 2 3 4

Reason: vert. opp  ’s

Grade 9
Page 12 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
5.4.1
Work out the sizes of the unknown angles below. Build an equation each time as you solve
these geometric problems. Always give a geometric reason for every statement you make.

a)

b) Calculate the value of p:

MEMORANDUM: Homework (Day 2 & 3)

Activity 5

5.1
a) adjacent angles
b) vertical angles
c) complementary angles
d) supplementary angles

5.2.1
a)
Statement Reason
𝑎 + 630 = 1800 (∠𝑠 𝑜𝑛 𝑎 𝑠𝑡𝑟𝑎𝑖𝑔ℎ𝑡 𝑙𝑖𝑛𝑒)
𝑎 = 1800 − 630
𝑎 = 1170

b)
Statement Reason
𝑥 + 290 + 900 = 1800 ( ∠𝑠 𝑜𝑛 𝑎 𝑠𝑡𝑟𝑎𝑖𝑔ℎ𝑡 𝑙𝑖𝑛𝑒)
𝑥 = 1800 − 290 − 900

𝑥 = 610

Grade 9
Page 13 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
c)
Statement Reason
2𝑦 + 480 + 520 = 1800 ( ∠𝑠 𝑜𝑛 𝑎 𝑠𝑡𝑟𝑎𝑖𝑔ℎ𝑡 𝑙𝑖𝑛𝑒)

2𝑦 = 1800 − 520 − 480

2𝑦 = 800

𝑦 = 400

5.3
a)
Statement Reason
550 + 900 + 350 = 1800 Converse of adjacent  ’s on a
straight line
∴ PQR is a straight line

b)
Statement Reason
2𝑥 + 100 + 3𝑥 + 700 + 1000 − 5𝑥 = 1800 Converse of adjacent  ’s on
𝑥 = 00 a straight line

Substitute 𝑥 = 00 into each angle

∠ 1: 2𝑥 + 100 = 2( 00 ) + 100
∠ 2: 3𝑥 + 700 = 3(00 ) + 700
∠ 3: 1000 − 5𝑥 = 1000 − 5(00 )

100 + 700 + 1000 = 1800

∴ PQR is a straight line

5.4.1
a)
Statement Reason
0 (𝒗𝒆𝒓𝒕. 𝒐𝒑𝒑 ∠𝒔)
𝑎 = 123
1230 + 𝑏 = 1800 (∠𝑠 𝑜𝑛 𝑎 𝑠𝑡𝑟𝑎𝑖𝑔ℎ𝑡 𝑙𝑖𝑛𝑒)
𝑏 = 570

b)
Statement Reason
1080 = 2𝑝 + 300 (𝒗𝒆𝒓𝒕. 𝒐𝒑𝒑 ∠𝒔)

𝑝 = 390

Grade 9
Page 14 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
 DAY 4 : ACTIVITY 6:
LESSON PRESENTATION/DEVELOPMENT

Learning activities
Teaching activities (Learners are
expected to)
Recap:

Emphasise the following:

Learners to do
 the sum of angles that are formed on a straight line exercise based on
theorem below.
is equal to 1800.
 if lines intersect, then vertically opposite angles are
always equal.
 Lines that intersect at a right (𝟗𝟎𝟎 )angle are perpendicular lines.
Symbol (⊥)
 learners should always give reasons for the statement they
make.
 learners should use the correct notation of angles.
 angles that share a vertex and common arm are adjacent.

Theorem: Angles at a point

When there are a number of angles about a point that share the same vertex, the
angles add up to 360 .
Example

O
ˆ O
O ˆ Oˆ O
ˆ  360
1 2 3 4

Reason: Revolution

Grade 9
Page 15 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
Activity 6
Calculate the unknown angle, marked with a letter. Provide a reason.

MEMORANDUM: DAY 4
Activity 6

6.1

Statement Reason
𝑥 = 60 (∠′𝑠 𝑜𝑛 𝑠𝑡𝑟. 𝑙𝑖𝑛𝑒 )
𝑦 = 69° (∠′𝑠 𝑜𝑛 𝑠𝑡𝑟. 𝑙𝑖𝑛𝑒 ) 𝑜𝑟 (𝑟𝑒𝑣𝑜𝑙𝑢𝑡𝑖𝑜𝑛)

6.2

Statement Reason
𝑎 = 83° (𝑟𝑒𝑣𝑜𝑙𝑢𝑡𝑖𝑜𝑛)

6.3

Statement Reason
0 (𝑣𝑒𝑟𝑡. 𝑜𝑝𝑝 ∠′𝑠)
𝑚 + 58° = 50° + 62
𝑚 = 54°

6.4

Statement Reason
𝑦 = 49° (𝑣𝑒𝑟𝑡. 𝑜𝑝𝑝∠′𝑠)
𝑥 = 41° (∠′ 𝑠 𝑜𝑛 𝑠𝑡𝑟. 𝑙𝑖𝑛𝑒 ) 𝑜𝑟 (𝑟𝑒𝑣𝑜𝑙𝑢𝑡𝑖𝑜𝑛)
𝑧 = 131° (∠′ 𝑠 𝑜𝑛 𝑠𝑡𝑟. 𝑙𝑖𝑛𝑒 )

Grade 9
Page 16 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)
 DAY 5: Consolidation
LESSON PRESENTATION/DEVELOPMENT

Learning activities
Teaching activities (Learners are
expected to)
Consolidation: (Intervention)

Example:
Learners to work
Informal Test / Assignment individually

ICT: Paper Video, etc

Grade 9
Page 17 of 17
GEOMETRY OF STRAIGHT LINES:
(Draft)