# Exploring Angles (lesson)

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• #2063

(For full lesson w/handouts and worksheets, see the attached link)

Materials:
• Patty Paper (8 sheets per student or less if they can trace multiple angles onto 1 piece)
• Protractors (1 per student)
• Calculators (optional)

Part 1: Patty Paper
• Pass out patty paper to each student and go over directions. Model how to trace and angle onto patty paper and how you can manipulate that angle to compare it to the size of other angles.
• Give them students 10-15 minutes to complete task 1 independently followed by 5 minutes to check with an elbow partner.
• Use random selection to have students verify which angles were congruent to each (this information needs to be accurate before moving on).

Part 2: Vertical Angles
• Give students about 5 minutes to work through part 2 independently and then a few minutes to share results with a partner/group. Call on students to share their definitions, pictures and the other pair of vertical angles.

Part 3: Supplementary Angles
• Pass out protractors to each student. Give the students 10 minutes to measure and record (on the figure) the measure of each angle (to the nearest degree).
• Give pairs 5 minutes to record the angle measures in the table on page 2 and find the sum of the two angles in each row (provide calculators if you would like).
• Give students 5 minutes to complete the definition, draw examples and list more examples independently.
• Call on students to share what they noticed (and for those whose measuring was not accurate, encourage them to look at the straight lines formed by each pair of supplementary angles.

Part 4: Complementary Angles
• Give pairs 5 minutes to record the angle measures in the table on page 3 and find the sum of the two angles in each row (provide calculators if you would like).
• Give students 5 minutes to complete the definition, draw examples and list more examples independently.

Part 5: Anything else?
• Give students 2 minutes to look back at the figure and angle measures to see if they notice anything else (such as the three angles of the triangle adding up to 180 degrees). Call on students to share anything else they noticed (encourage all ideas that are not mathematically incorrect!).