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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Classroom Resources (3)


ALEX Lesson Plans  
   View Standards     Standard(s): [MA2019] REG-7 (7) 21 :
21. Use facts about supplementary, complementary, vertical, and adjacent angles in multi-step problems to write and solve simple equations for an unknown angle in a figure.
Subject: Mathematics (7)
Title: Writing and Solving Equations Using Angle Terminology
Description:

This lesson will enhance mathematical vocabulary knowledge and reinforce basic skills for solving equations. Mathematical vocabulary is a vital part of this lesson. The lesson will challenge the minds of seventh-grade students with the theory of angles. The student will use the information in the diagram to write an equation and solve for the variable. Terms that will be identified in the lesson are as follows: supplementary, complementary, adjacent, parallel lines and transversal, and vertical angles.

This lesson results from the ALEX Resource Gap Project.




ALEX Classroom Resources  
   View Standards     Standard(s): [MA2019] REG-7 (7) 21 :
21. Use facts about supplementary, complementary, vertical, and adjacent angles in multi-step problems to write and solve simple equations for an unknown angle in a figure.
[MA2019] REG-8 (8) 25 :
25. Analyze and apply properties of parallel lines cut by a transversal to determine missing angle measures.

a. Use informal arguments to establish that the sum of the interior angles of a triangle is 180 degrees.
Subject: Mathematics (7 - 8)
Title: Supplementary Angles in Trapezoids | School Yourself Geometry
URL: https://aptv.pbslearningmedia.org/resource/geometry-trapezoid-angles/supplementary-angles-in-trapezoids-school-yourself-geometry/
Description:

You'll learn how to prove that every trapezoid has two pairs of supplementary angles with this interactive video from the School Yourself Geometry series.



   View Standards     Standard(s): [MA2019] REG-7 (7) 8 :
8. Solve multi-step real-world and mathematical problems involving rational numbers (integers, signed fractions and decimals), converting between forms as needed. Assess the reasonableness of answers using mental computation and estimation strategies.
[MA2019] REG-7 (7) 9 :
9. Use variables to represent quantities in real-world or mathematical problems and construct algebraic expressions, equations, and inequalities to solve problems by reasoning about the quantities.

a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.

b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality, and interpret it in the context of the problem.
[MA2019] REG-7 (7) 21 :
21. Use facts about supplementary, complementary, vertical, and adjacent angles in multi-step problems to write and solve simple equations for an unknown angle in a figure.
Subject: Mathematics (7)
Title: Grade 7 Mathematics Module 3, Topic B: Solve Problems Using Expressions, Equations, and Inequalities
URL: https://www.engageny.org/resource/grade-7-mathematics-module-3-topic-b-overview
Description:

In Module 3, Topic B, students use linear equations and inequalities to solve problems. They continue to use bar diagrams from earlier grades where they see fit but will quickly discover that some problems would more reasonably be solved algebraically (as in the case of large numbers). Guiding students to arrive at this realization on their own develops the need for algebra. This algebraic approach builds upon work in Grade 6 with equations (6.EE.B.6, 6.EE.B.7) to now include multi-step equations and inequalities containing rational numbers (7.EE.B.3, 7.EE.B.4). Students solve problems involving consecutive numbers, total cost, age comparisons, distance/rate/time, area and perimeter, and missing angle measures. Solving equations with a variable is all about numbers, and students are challenged with the goal of finding the number that makes the equation true. When given in context, students recognize that a value exists, and it is simply their job to discover what that value is. Even the angles in each diagram have a precise value, which can be checked with a protractor to ensure students that the value they find does indeed create a true number sentence.



   View Standards     Standard(s): [MA2019] REG-7 (7) 21 :
21. Use facts about supplementary, complementary, vertical, and adjacent angles in multi-step problems to write and solve simple equations for an unknown angle in a figure.
Subject: Mathematics (7)
Title: Grade 7 Mathematics Module 6, Topic A: Unknown Angles
URL: https://www.engageny.org/resource/grade-7-mathematics-module-6-topic-overview
Description:

In Module 6, Topic A, students solve for unknown angles. The supporting work for unknown angles began in Grade 4, Module 4 (4.MD.C.5–7), where all of the key terms in this Topic were first defined, including adjacent, vertical, complementary, and supplementary angles, angles on a line and angles at a point. In Grade 4, students used those definitions as a basis to solve for unknown angles by using a combination of reasoning (through simple number sentences and equations), and measurement (using a protractor). For example, students learned to solve for a missing angle in a pair of supplementary angles where one angle measurement is known. 

In Grade 7, Module 3, students studied how expressions and equations are efficient ways to solve problems. Two lessons were dedicated to applying the properties of equality to isolate the variable in the context of missing angle problems. The diagrams in those lessons were drawn to scale to help students more easily make the connection between the variable and what it actually represents. Now in Module 6, the most challenging examples of unknown angle problems (both diagram-based and verbal) require students to use a synthesis of angle relationships and algebra. The problems are multi-step, requiring students to identify several layers of angle relationships and to fit them with an appropriate equation to solve. In this case, they use angle relationships to find the measurement of an angle.



ALEX Classroom Resources: 3

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