#### ESTELLVENIA SANDERS

The purpose of this lesson is to present a unique and fun method to introduce the concept of angle recognition and identification to students who are Deaf and/or Hearing Impaired as well as other students included in special education.

Subject:  Geometry

Materials:

• TV, VCR
• Golf sets (each containing golf clubs, golf balls, tees)
• Chalkboard
• Chalk
• Worksheets
• Meter stick
• Magic marker
• Movie: Introduction to Golf" (10 minutes)

The game "Teeing for Angle" ©1999, was formulated to enhance the lesson presentation on Angles. Upon completion of each given assignment, the students would engage in this wonderful activity which encouraged team work, competitiveness, development of self esteem, and increased eagerness to acquire knowledge about angles and the many ways they are used in our daily lives..

TITLE:                                TEEING  FOR ANGLES

Objectives:

• The students will identify and recognize specific angles once presented during class
• The students will draw and label specific angles once presented during class
• The students will solve mathematical problems using varied angles
• The students will  create pictures and/or other designs using varied angles
• The students will develop a mural using varied designs.

When the class is beginning the lesson on angles, the students will receive 25 index cards, cardboard strips which have information about the angles (names, shapes) for example, _______ is a straight angle and a 0 is a circle.  The students will copy and/or draw each angle on the index cards,: drawing the angle on the front of the card  and writing the definition or identifying information on the back of the card.  The students will also be given small writing tablets to record any additional information about specific angles that they read about or discuss during class.

The students will also be expected to describe the various types of lines ( parallel lines, line segments, and the point) as well as comprehend the use of triangles when drawing varied angles.  The angles drawn on the chalkboard may, upon connection form right triangles, scalene triangles, acute triangles, etc.   The student will see the difference in the angles used to compose these triangles as well as see the use of angles in other areas.

Vocabulary:

 Angle Right angle 90 degree angle 45 degree angle Obtuse triangle Plane Straight line Shape Circle  (to show that this is not an angle) Parallel line Ray Ray Point Line segment Right Triangle Acute angle Intersecting

TOPIC:

ANGLE MEASUREMENT

The sum of the measures in degrees of the three angles of a triangle is 180o  This information can be used to determine the sum of the of the measures of the angles of a polygon with any number of sides (without measurement).  For each polygon that follows, draw all diagonals from vertex A.  Assume all polygons to be regular (all sides with the same length and all angles congruent

1.  Complete the following table:

 Number of Sides Number of Angles Number of Diagonals Number of Triangles Angle Sum Triangle Angle Sum Polygon Measure of Each 3 3 0 1 180o 180o 60o 4 4 1 2 180o 180o 60o 5 5 6 6 7 7 8 8 9 9 10 10 11 11 12 12 ... ... N N

Questions:

STATE A RELATIONSHIP BETWEEN THE NUMBER OF SIDES OF ANY GIVEN POLYGON AND THE NUMBER OF DIAGONALS THAT CAN BE DRAWN FROM ONE VERTEX

STATE A RELATIONSHIP BETWEEN THE NUMBER OF SIDES OF A POLYGON AND THE NUMBER OF TRIANGLES FORMED BY THE SIDES AND BY THE DIAGONALS FROM ONE VERTEX

WHAT IS THE SUM OF THE MEASURES OF THE THREE ANGLES OF ONE TRIANGLE?

WHAT IS THE SUM OF THE MEASURES OF THE INTERIOR ANGLES OF A POLYGON OF 'N' SIDES?

2.   IN THE ILLUSTRATION BELOW, LINE AB IS PARALLEL TO LINE CD.

`            A____________________________B                                    C____________________________D`

Questions:

•  _________ WHAT IS THE MEASURE IN DEGREES OF EACH OF THE FOUR ANGLES?
• _________   IS AD PERPENDICULAR TO CB ?
• _________   ARE TWO LINES PARALLEL IF EACH IS PERPENDICULAR TO THE SAME LINE?

THE GAME:  TEE FOR ANGLES

THE PURPOSE OF THIS GAME IS TO ENHANCE LEARNING AND COMPREHENSION OF THE USE OF ANGLES IN EVERYDAY LIFE FOR STUDENTS OF ALL AGES.  A COPYRIGHT FOR THIS GAME WAS OBTAINED IN FEBRUARY, 2000 AND I AM IN THE PROCESS OF HAVING IT PATENTED AS A BOARD GAME.

RULES:

1. EACH STUDENT IS TO HIT THE GOLF BALL BETWEEN THE LINES MADE BY THE MASKING TAPE
2. WHEN THE BALL LANDS ON A GIVEN NUMBER, A DOT IS PLACED UNDER THE NUMBER LISTED ON THE CHART NEXT TO THE STUDENTS' NAME
3. IF THE BALL GOES OUTSIDE THE LINES OF NUMBERS, THE STUDENT LOSES HIS OR HER TURN

PROCEDURE:

1. MASKING TAPE IS PLACED ON THE FLOOR IN A RECTANGULAR SHAPE AND NUMBERED DOWN EACH SIDE AS ONE TO  (WHATEVER NUMBER DECIDED ON BY THE TEACHER;  I GO TO 15, FOR EXAMPLE).
2.  ALL NUMBERS SHOULD BE WRITTEN ON THE MASKING TAPE

`                      __________________                     |                  |                1     |                  |-   1                     |                  |               2    -|                  |-   2                     |                  |                3    -|                  |-   3                     |                  |                4    -|                  |-   4                     |                  |                5    -|                  |-   5                     |                  |                6    -|                  |-   6                     |                  |                7    -|                  |-   7                     |__________________|`
 Name of Player 1 2 3 4 5 6 7 James · Mary · · Thom · Dave

IF YOU LOOK CAREFULLY, YOU CAN SEE THE DOTS ON THE PICTURE ABOVE.

• JAMES'  BALL LANDED ON 3
• MARY'S BALL LANDED ON 2
• WHEN CONNECTED THE LINES FORM A RIGHT ANGLE
• THOM'S BALL LANDED ON 4
• MARY'S BALL LANDED ON 5
• HER CONNECTED DOTS FORM A RIGHT ANGLE.

CONCLUSION:

• THE GAME CONTINUES UNTIL ONE STUDENT HAS FORMED MORE ANGLES THAN ALL THE OTHERS
• THAT STUDENT RECEIVES THE PRIZE
• IN THE CASE OF A TIE, THE STUDENTS WILL HIT THE BALL AGAIN.
• THE STUDENT WHO MAKES THE FINAL ANGLE IS THE WINNER.

Back to the SMART index page.