- Understand and apply the angle addition postulate.
II.ProblemSolvingActivity-AngleHunt
- Use Figure01.03.01 in this activity.
- Students are going to use the figure to apply each of the section objectives.
- Students will need rulers, colored pencils or markers and protractors.
- First, students take the drawing and find ten different angles.
- They need to use letters and label each of the following angles.
- Next, they make a list of each of the ten angles and classify each.
- Then, they apply the protractor postulate to measure each of the ten angles.
- Finally, they apply the angle addition postulate and create four different combinations of angles to calculate
total measures. - When finished, pair up students and have them check each other’s work.
- Each student needs to provide their peer partner with verbal and written feedback.
- Then allow students time to share feedback in small groups.
III.MeetingObjectives
- Students demonstrated understanding angles.
- Students demonstrated classifying angles.
- Students applied the protractor postulate.
- Students applied the angle addition postulate.
IV.NotesonAssessment
- Create a rubric to grade each students work.
- Were ten angles labeled and identified?
- Are the measurements of each angle accurate?
- Did students successfully use the angle addition postulate?
- Provide students with feedback and grading on their work.
Segments and Angles
I.SectionObjectives
- Understand and identify congruent line segments.
- Identify the midpoint of line segments.
- Identify the bisector of a line segment.
- Understand and identify congruent angles.
- Understand and apply the Angle Bisector Postulate.
II.ProblemSolvingActivity-RevolvingDoorDesign
- Use the two diagrams from this Wikipedia site. These are Figure01.04.01 and Figure01.04.02
- http://en.wikipedia.org/wiki/Revolving_door
- Students are going to be assigned the task of designing their own revolving door.
- Point out that the diagram of the revolving door has four wings to it.
- The students are going to be assigned the task of designing a revolving door with at least six wings in it.
Chapter 5. Geometry TE - Problem Solving