LESSON PLAN

Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Mrs. Bonham Mrs. Woods

Subject: 7th Math

Standard:
7.G.B.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple
equations for an unknown angle in a figure.
Objective (Explicit):
Explicit: SWBAT accurately describe supplementary, complementary, and vertical angles.
Student Friendly: I can describe different kinds of angles.
Evidence of Mastery (Measurable):
Students will create a foldable with 8 sections that include the name, description, and picture of different types of angles.
8 sections will include: acute angle, right angle, obtuse angle, straight angle, vertical angles, complementary angles, supplementary angles, and
congruent angles
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT:

name different types of angles

classify different types of angles
explain the difference between supplementary and complementary angles
Key vocabulary:

Materials:

Acute angle- angle that measures less than 90 degrees

Smart Board

Right angle- angle that measures 90 degrees

Smart Notebook Presentation

obtuse angle- angle that measures more than 90 degrees but less than 180
degrees
Straight angle- angles that measures 180 degrees
Congruent angles- two angles that have the same measure

white paper
Scissors
pencil/pen
teacher foldable example

complementary angles- two angles that add up to 90 degrees

Supplementary angles- two angles that add up to 180 degrees
Vertical angles- two angles are vertical angles if they are formed by the
intersection of two lines. Vertical angles are congruent

Opening (state objectives, connect to previous learning, and make relevant to real life)

Instructional Input

We just wrapped up our lessons on proportions. Before we can move onto our next half of chapter 5, we need to go over some geometry terms
that will help you when we start the second half of chapter five. Today we are going to discuss angles; specifically what an angle is and the
different types of angles. If you look up on the board our objective for today is written in an I-Can statement. It says, I can describe different
types of angles Instead of taking notes in our notebooks, we are going to create a foldable with 8 sections.
Teacher Will:

Student Will:

Instead of taking notes in our notebooks, today we are going to

take notes by making a foldable. You can all put your notebooks
away.

Students put notebooks away

I am going to hand out a piece of what paper to each of you.

When you receive your piece of paper I want you to wait for me to
give further directions. I am going to demonstrate how to create
the foldable we are going to use today.
Passes out papers to each row.
Teacher explains how to fold/cut foldable

You are going to open your foldable up to the inside middle

section. At the very top I want you to write the word angle, followed

Students follow directions and fold/cut their paper to create

foldable

by this definition.. An angle is formed by two rays with a common

endpoint.
Right under your definition for angle I want you to write the word
vertex. The endpoint is called the vertex. I want you to write that
under the word vertex along with the picture that is up on the
board.

Students write definition of angle and vertex.

So an angle is formed by two rays with a common endpoint. That

endpoint where the two rays come together is called our vertex.
We can name our angle a couple of different ways.
Call on students to name angle:

Students share different ways to name the angle.

We have found four ways to name our angle. <ABC, <CBA, <B,
and <2.
What do you notice about the names of these angles?
Where is the vertex located?

Students respond: The vertex is always in the middle of the

angle name.

Now I want you to close up your foldable. On the first flap I want
you to write acute angle.
Teacher goes through all 4 types of angles asking volunteers if
they know the definition of each type of angle.
What is an acute angle? (less than 90 degrees)
What is an obtuse angle? (greater than 90 but less than 180)
What is a right angle? (90 degrees)
What is a straight angle? (180 degrees)

Teacher reads and repeats definition of each angle while walking

around room monitoring student participation.

Students right name, definition, and picture of each of the 4

types of angles.

Check for understanding:

If I had an angle that was 4 degrees, what kind of angle would it
be?
If I had an angle that measures 179 degrees what kind of angle
would it be?
If I had angle that measured 90 degrees, what kind of angle would
it be?
If I had an angle that measures 180 degrees what kind of angle
would it be?
You should be on your 5th flap at this point. The next thing we are
going to talk about are congruent angles. Does anyone know what
a congruent angle is? Congruent angles are two angles with the
same exact measure
Does anyone know what complementary angles are? Thats right.
Complementary angles are two angles that add up to 90 degrees.
Does anyone know what supplementary angles are? If
complementary angles add up to 90 degrees, what are
supplementary angles? Thats right, supplementary angles are two
angles that add up to 180 degrees.

Student answers: Acute angle

Student answers: obtuse angle

Student answers:right angle
Student answers:straight angle

Student answers: equals 90 degrees

Student answers: addes up 180 degrees

Students record name, defintion, and picture example of

Vertical angles are two angles that are formed by the intersections each type of angle
of two lines. Vertical angles are opposite angles and they are
congruent.

Check for understanding:

If I told you two angles were complementary and I knew that one

angle was 35 degrees, what would the second angle measure?

Student answers: 55 degrees

If I told you two angles were supplementary, and I knew one angle
measured 106 degrees, what would the second angle measure?

Student answers: 74 degrees

Co-Teaching Strategy/Differentiation:
Call on students that may not have their hands raised.
Verbally read the name of each angle and the definition

Guided Practice

Visually show the name of each angle, definition, and picture example
Teacher Will:

Student Will:

Now we are going to do some practice problems. You can write

these problems on the inside, middle section of your foldable or on
the back side of your foldable. I want you to draw the pictures for
the 3 problems, and then tell me if the two angles are
complementary, supplementary, or neither.

Students write the three examples on their foldable and name

the angles as complementary, supplementary, or neither.

Teacher calls on students to share answers with class and

explanation of how they got that answer.

Students share their answers and explanations on how they got

their answers.

Co-Teaching Strategy/Differentiation:
Visually show three example problems.
Verbally explain three example problems.

Independent Practice

Teacher Will:

Student Will:

For homework tonight you have a two sided worksheet. You will
use your foldable and what you have learned about angles today
to complete your homework. This homework sheet is due
tomorrow.

Students work on homework sheet and use foldable for

assistance.

Co-Teaching Strategy/Differentiation:
Go over directions for each section of problems.
Walk around room checking in with students as they are working to make sure they are understanding the problems.
Closing/Student Reflection/Real-life connections:

So today we learned about different types of angles. Can anyone tell me the types of angles we learned about? If we look up at the
board, remember we said our I-Can statement was to describe different types of angles. By creating your foldable and completing
your homework sheet, I can see that you all can describe different types of angles.