Today in class students completed the 3rd quarter math benchmark and most moved on to practice more with angles and measurements.
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Today in class students continued to work on the 3rd quarter benchmark. We are slowing down and writing out our answers in sentences to ensure that we are actually answering what the question is asking.
Today in class students worked with me as we used our triangle vocabulary to recognize how to solve some geometry problems on Task 3 of our packet. We used our bookmark PLUS the homework page we completed and reviewed earlier. (Got to have our resources on hand to support our work.)
Today in class students worked together to complete Task 2 of our triangle activity packet. We will move on to Task 3 Monday.
Today in class students had a great discussion about how to use our math vocabulary and figure out how to solve the angle problems. We are still working on our Task packets so please do not keep throwing them away. I do not have any more copies.
Today in class students worked to find the pattern that when you create triangles, the sum of the shorter sides is greater than the long (hypotenuse) side. All interior angles of a triangle still add up to 180 degrees.
Answers to HW: Complementary angles: two angle measures that add up to 90 degrees Supplementary angles: two angle measures that add up to 180 degrees Vertical angles: opposite angles formed when two lines cross; equal in degree measure m< 1 = 120 degrees (given) m< 2 = 60 degrees (supplementary to angle 1) m< 3 = 120 degrees (vertical to given angle 1) m< 4 = 60 degrees (vertical to angle 2, or supplementary to angle 3 or 1) Yes there are different ways to see the vertical and supplementary angles to solve for the unknowns. Angle MAX + Angle SAM = 118 65 + x = 118 x = 53 Angle PMT is a right angle as indicated by the box; 90 degrees Angle PMA is given as = 68 degrees Angle MPA is given as = 48 degrees Angle PAM must be 64 degrees because 180 degrees (all three angles) = 68 (<PMT) + 48 (<MPA) + x Angle AMT must be 22 degrees because 90 degrees = 68 (<PMT) + x Angle MAT must be 116 degrees because 180 degrees (supplementary) = 64 (<PAM) + x Angle ATM must be 68 degrees because 180 degrees (all three angles) = 22 (<AMT) + 116 (<MAT) + x The other 2 angles, without a third identifying point, are identified because of their vertical angle equivalents as 116 degrees and 64 degrees 90 degrees - 70 degrees = 20 degrees (complementary rule) 180 degrees - 45 degrees = 135 degrees (supplementary rule) Today in class students worked to create equilateral triangles and figured out that they have equal angle measurements as well as sides. All three angles measure 60 degrees. Then they discovered that there is no such thing as an equilateral right triangle. Good work in a short class period today!
Today in class we completed our bookmark with types of angles and triangles. We learned how to use a protractor and had fun measuring angles. We have begun a series of Task pages that will help us understand the structure and measures of triangles.
Today in class students doubled up and learned about mean absolute deviation (the average distance data points are away from the average of the set of data points), and we began the geometric properties unit with some definitions of terms that we remember and should know. Our bookmark to support learning includes definitions and examples of complementary and supplementary angles, and the triangle sum theorem (all angles inside a triangle add up to 180).
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October 2018
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