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Lesson Plan- Mathematics Year 10 (SSS 1)
|Date: 2021||Lesson: 2||Year: 10||Levels: 6||Tutor:|
|Learning objective and outcome||At the end of the lesson the students should be able to:|
|Starter activity||5 min||The starts the lesson by asking the students how they can|
|Main Activity||35 min|
Spread time out
|The teacher introduces the lesson to the students in the following steps:|
Do you know real numbers?
When a transversal intersects two or more lines in the same plane, a series of angles are formed. Certain pairs of angles are given specific “names” based upon their locations in relation to the lines. These specific names may be used whether the lines involved are parallel or not parallel.
Names” given to pairs of angles:
· Alternate interior angles
· Alternate exterior angles.
· Corresponding angles.
· Interior angles on the same side of the transversal.
Alternate Interior Angles:
When the lines are parallel,
∠1 and ∠2 are alternate interior angles
If two parallel lines are cut by a transversal, the alternate interior angles are congruent.
If two lines are cut by a transversal and the alternate interior angles are congruent, the lines are parallel.
If you draw a Z on the diagram, the alternate interior angles can be found in the corners of the Z. The Z may also be backward:.
Alternate Exterior Angles:
The word “alternate” means “alternating sides” of the transversal.
Alternate exterior angles are “exterior” (outside the parallel lines), and they “alternate” sides of the transversal. Notice that, like the alternate interior angles, these angles are not adjacent.
When the lines are parallel, the alternate exterior angles
∠1 and ∠2 are alternate exterior angles
If two parallel lines are cut by a transversal, the alternate exterior angle are congruent.
If two lines are cut by a transversal and the alternate exterior angles are congruent, the lines are parallel
The name does not clearly describe the “location” of these angles. The angles are on the SAME SIDE of the transversal, one INTERIOR and one EXTERIOR, but not adjacent.
If you copy one of the corresponding angles and you translate it along the transversal, it will coincide with the other corresponding angle. For example, slide ∠ 1 down the transversal and it will coincide with ∠2.
When the lines are parallel,
∠1 and ∠2 are corresponding angles
If you draw a F on the diagram, the corresponding angles can be found in the corners of the F. The F may also be backward and/or upside-down: ꟻ Ⅎ .
If two parallel lines are cut by a transversal, the corresponding angles are congruent.
If two lines are cut by a transversal and the corresponding angles are congruent, the lines are parallel.
Interior Angles on the Same Side of the Transversal:
The name is a description of the “location” of these angles.
These angles are located exactly as their name describes. They are “interior” (between the parallel lines), and they are on the same side of the transversal.
When the lines are parallel,
∠1 and ∠2 are interior angles on the same side of transversal
If two parallel lines are cut by a transversal, the interior angles on the same side of the transversal are supplementary.
If two lines are cut by a transversal and the interior angles on the same side of the transversal are supplementary, the lines are parallel.
In addition to the 4 pairs of named angles that are used when working with parallel lines (listed above), there are also some pairs of “old friends” that are also working in parallel lines
When straight lines intersect, vertical angles appear.
There are 4 sets of vertical angles in this diagram!
∠1 and ∠2
Remember: the lines need not be parallel to have vertical angles of equal measure.
Theorem: vertical angles are congruent.
Linear Pair Angles:
A linear pair are two adjacent angles forming a straight line.
Since a straight angle contains 180º, the two angles forming a linear pair also contain 180º when their measures are added (making them supplementary).
Theorem: If two angles form a linear pair, they are supplementary
|Extension work||5 mins|
|Plenary||Review, outcome and process. Question will be asked to know how far the students have understood the topic.|
|Extra curricula||Student watch a short video on|
|Each student is given one minute to summarize what they have taught on estimation.|
|Differentiation||Students will group themselves in two to do a quiz:|
|Closing activity||5 mins||Students will be asked to do the below|
|Resources||Board marker, internet, pen|