options: Find arc lengths and areas of sectors of circles.

Experiment with transformations in the plane.

Visualize relationships between two-dimensional and three-dimensional objects.

Apply trigonometry to general triangles.

Prove theorems involving similarity.

Analyze, compare, create, and compose shapes.

Translate between the geometric description and the equation for a conic section.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Use coordinates to prove simple geometric theorems algebraically.

Make geometric constructions.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Draw, construct, and describe geometrical figures and describe the relationships between them.

Define trigonometric ratios and solve problems involving right triangles.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand similarity in terms of similarity transformations.

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand congruence in terms of rigid motions.

Prove geometric theorems.

Classify two-dimensional figures into categories based on their properties.

Apply geometric concepts in modeling situations.

Explain volume formulas and use them to solve problems.

Understand and apply theorems about circles.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Understand and apply the Pythagorean Theorem.

Reason with shapes and their attributes.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Graph points on the coordinate plane to solve real-world and mathematical problems.
problem_activity: Activity
This activity is a culmination of all the work students have done with angles in this unit. With less support than in previous activities, students come up with equations that represent the relationships between angles in a figure. Then, students solve their equation to find each unknown angle measure.
Launch
Encourage students to write an equation for each problem. Give students 2–3 minutes of quiet work time followed by a whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge by asking students to start by looking for any vertical, complementary and supplementary angles. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Find the unknown angle measures. Show your thinking. Organize it so it can be followed by others.
[IMG]
[IMG]
Lines
\(\ell\)
and
\(m\)
are perpendicular.
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
The diagram contains three squares. Three additional segments have been drawn that connect corners of the squares. We want to find the exact value of
\(a+b+c\)
.
[IMG]
Use a protractor to measure the three angles. Use your measurements to conjecture about the value of
\(a+b+c\)
.
Find the exact value of
\(a+b+c\)
by reasoning about the diagram.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
If students struggle to see the angle relationships in the figures, prompt them to look for any angles that are vertical, complementary, or supplementary to get them started.
Activity Synthesis
The goal of this discussion is for students to see different equations that can be used to represent and solve for the same unknown angle measures.
Select students to share their answers to each problem. Consider asking some of the following questions:
“Did anyone use a different equation for this same problem? If so, did you get the same answer?”
“Were any of the questions harder than others? Why?”
“Were there any questions you used a strategy that was new to you?”
Speaking: MLR8 Discussion Supports.
When selected students share how they calculated the angle measurements, invite other students to challenge an idea, elaborate on an idea, or clarify the idea using improved mathematical language. Encourage students to demonstrate central concepts of the angle relationships (e.g., complementary, supplementary, vertical) multi-modally by explaining their reasoning using images of the angles as well as gestures. This will support student understanding about how to write equations that represent the relationships between angles in a figure.
Design Principle(s): Optimize output (for explanation); Support sense-making


correct_option_index: 7