Our big goal for today was to be able to explain why angles are congruent or supplementary based on the angle pair relationships when parallel lines are cut by a transversal.
And also we need to be able to determine if lines are parallel based on angle measures.
We used problems from the homework to realize that Samesided Interior Angles are supplementary when the transversal crosses parallel lines.
Our warmup was problem 7 from p 142 (new book). Find the missing angles and give the angle pair name that helped you figure it out. It was important to see that there were 4 parallel lines in the sketch. If you were absent, you need to do this. We also did a small worksheet on naming angle pairs and determining if lines are parallel. It is attached below.
We shared warmup and homework, sharing which angle pairs justified on some of the homework.
We used a problem on the homework to head towards the idea of samesided interior angles being supplementary and added this to C3 as well as added an extra sketch to GT. Whole new page is attached below.
We then tried in short conversations with partners to explain why vertical angles are congruent if linear pairs are supplementary, and why alternate interior angles are congruent if corresponding angles are congruent. (Practicing deductive reasoning and "explain why".)
Then we worked silently and with partners on an Open Response problem that required quite a bit of explanation. We will share responses at the beginning of the next block.
HW #9: p 135:710,13; p 143:910,1315, 1819. If you have a protractor, do #11 also. Also define "perimeter" in geometric truth (fr p 51).
And also we need to be able to determine if lines are parallel based on angle measures.
We used problems from the homework to realize that Samesided Interior Angles are supplementary when the transversal crosses parallel lines.
Our warmup was problem 7 from p 142 (new book). Find the missing angles and give the angle pair name that helped you figure it out. It was important to see that there were 4 parallel lines in the sketch. If you were absent, you need to do this. We also did a small worksheet on naming angle pairs and determining if lines are parallel. It is attached below.
We shared warmup and homework, sharing which angle pairs justified on some of the homework.
We used a problem on the homework to head towards the idea of samesided interior angles being supplementary and added this to C3 as well as added an extra sketch to GT. Whole new page is attached below.
We then tried in short conversations with partners to explain why vertical angles are congruent if linear pairs are supplementary, and why alternate interior angles are congruent if corresponding angles are congruent. (Practicing deductive reasoning and "explain why".)
Then we worked silently and with partners on an Open Response problem that required quite a bit of explanation. We will share responses at the beginning of the next block.
HW #9: p 135:710,13; p 143:910,1315, 1819. If you have a protractor, do #11 also. Also define "perimeter" in geometric truth (fr p 51).




angle_pairs_geometric_truth.pdf 