Use vertical, complementary, and supplementary angle relationships to find missing angles.
?
?
?
?
The following materials are needed for this lesson: protractors and rulers.
If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Problem 1 (benefits from worked example). As a discovery problem, if live discussion or reflection of the problem were possible, it would allow for students to arrive at the conclusion on their own. Find more guidance on adapting our math curriculum for remote learning here.
?
In small groups, draw two intersecting lines on a piece of paper.
Vertical angles are a pair of angles formed across from one another when two lines intersect. Based on the data from your class, what can you conclude about the measurements of vertical angles?
In the diagram below, line $${CD}$$ intersects line $${AB}$$ through point $$E$$. Ray $$EF$$ extends from point $$E$$.
Callie says that $$\angle CEB$$ is vertical to $$\angle AEF$$. Explain why her reasoning is incorrect and name the angle that is vertical to $$\angle CEB$$.
Three lines meet at a point, as shown below.
Grade 7 Mathematics > Module 6 > Topic A > Lesson 2 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
Modified by Fishtank Learning, Inc.?
The following resources include problems and activities aligned to the objective of the lesson that can be used to create your own problem set.
?
Three lines intersect at a common point, as shown in the diagram below.
Write and solve an equation to determine the value of $$x$$.
?