Function: There’s one output for each input.Here’s a list of areas to discuss in an 8th grade classroom. Proportional reasoning in 6th grade leads to discussing the constant of proportionality in proportional data in 7th, and then expands the conversation to include understanding the slope of both proportional and non-proportional relationships in 8th. What part of the graph does not represent supplementary angle pairs?.What part of the graph represents supplementary angle pairs?.As discussed earlier, not all points that add up to 180˚ describe supplementary angles. So…Įxtension Question: The line representing supplementary angles, x + y = 180, goes on forever in 2 directions. When I c0-taught this lesson, we discussed that the example, 0 + 180 = 180, does not represent supplementary angles but didn’t connect this fact to the graph of x + y = 180. Now this activity integrates geometry, linear equations and proportional reasoning.In my adaption, I used rectangles as opposed to circle.I love the overlay aspect of displaying the class consensus.Any opportunity to spiral back to it is welcomed. Proportional reasoning is a main topic in 7th grade.Slide 9 & 10: When searching /browse, I came across Kate Nowak’s activity builder, Measuring Circles. For students who have already finished this section, you may wish to present them with the extension question given in part 2 of this post. Slides 6 & 7: For the learners who require more scaffolding, The slide 5 class discussion combined with slides 6 & 7 will walk them through the rest of the activity. This is where I’ll write the shared supplementary angle pairs on the board for all students to see. Slide 5: This planned stop prepares students for the upcoming discussion. A few students are compelled to enter in ALL the possible points, as shown below. #SUPPLEMENTARY ANGLE PAIRS SERIES#Since students ran through a similar question series with complementary angles, many just skip to slide 4, fill in the chart and input the equation. This situation should be addressed during the whole class discussion on slide 5. This process was also done the day before with complementary angles, which is why one student stated the equation, x + y = 180, in her response above.īy definition, supplementary angles occur when the sum of 2 angles equals 180˚ Therefore when a student creates a 0˚ angle and a 180˚ angle, the supplementary angle sign doesn’t pop up. Slide 3 & 4: These 2 slides were designed to connect geometry with linear equations. Connect their thinking to other aspects of mathematics.Refine their explanation by using academic language (precision of language).Take this opportunity to address SMP #3 & 6 when possible. Slide 2: As students are writing, the overlay allows you to read their responses in real time. Slide 1 : Since it was the second day moving angles with sliders, students jumped right in and got to work. Connection to grade 8 standards/highlighting common core progressions.Lesson guide for the Supplementary Angles Activity Builder.Opener: Using Assessing & Advancing Questions.Day 1: Desmos, Complementary Angles & SMP#3.Finally, here’s the post on the Desmos Supplementary Angles Activity Builder. I wrote posts on the complementary angle activity builder (day 1) and the opening activity on day 2. I spent two days working with Candace and her 7th grade students on complementary and supplementary angles. This post is the 3rd in a 3 part series I started back in February. Summer! The time to catch up on sleep, projects around the house and blog posts.
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