# Different Pairs of Angles

Various angle pairs

The two parallel lines intersected by a transverse form correspond to pairs of angles that are congruent. Adjoining angles share a common node and a common beam. In addition, two intersecting lines form pairs of congruent angles called vertical angles. If two lines are intersected by a transverse, the pairs of angles on one side of the transverse and within the two lines the successive inner angles are called. Transversal is any line that intersects two or more lines in the same plane but at different points.

Students select the appropriate surgery to resolve issues related to adding, subtracting, multiplying and dividing rationals, relationships, proportions and percentages, and the appropriate use of the sequence of surgeries.

Students select the appropriate surgery to resolve issues related to adding, subtracting, multiplying and dividing rationals, relations, proportions and percentages, and the appropriate use of the sequence of surgeries. Students represent and apply geometrical characteristics and relations to resolve actual and math problems. - Slides ( if you want to edit samples overhead) for angle pairs (see enclosed file).

• examples of pairs of angles (see enclosed file). - Offset pairs worksheet (see enclosed file). - check list for pairs of angles (see enclosed file). Make slides (if the instructor is using e.g. overhead) for example pairs of angles (see enclosed file). Equipped with goniometers for angular measurements. Keep pairs of angular samples (see enclosed file) handy and handy to show to your pupils.

Make sufficient Pairs of Angles worksheet copy (see enclosed file) for each pupil. Make enough copy of the Pairs of Angles checklist (see enclosed file) for each pupil. Introducing the lessons by letting the pupils sketch the AB and PQ line that intersect at point X. Let the pupils analyse the line and name four non-straight angles.

No. 1 in the appended Pairs of angle examples file). Respond to students' queries and comment. Talk about the definition of adjacent angles (see #2 in the appended Pairs of Angles examples file). Respond to students' queries and comment. Talk about Thought Provoker (see #3 in the Pairs of Angles Examples attachment). Respond to students' queries and comment.

Explain the definitions of vertical angles (see #4 in the Pairs of angle examples attachment file). Respond to pupils' queries and comment. Talk about Thought Provoker (see #5 in the Pairs of Angles Examples attachment). Respond to pupils' queries and comment. Let the pupils meticulously take the number (in example 1) with a goniometer. Let the pupils paint another couple of overlapping line, measuring four angles and comparing the results.

Let the pupils tell their results (see No. 6 in the Pairs of Angles Examples attachment). Respond to pupils' queries and comment. Talk to the pupils about the AXP angles and the angles along which they are to be set, as well as the specific name, the straight line couple given to this kind of neighbouring angles (see # 7 in the appended Pairs of angles file).

Respond to pupils' queries and comment. Explain the definition of the linear pair (see #8 in the appended Pairs of angle examples file). Respond to pupils' queries and comment. Encourage the pupils to draw a conclusions about the measurement they made in Example 6 (see No. 9 in the appended Pairs of angle examples file). Respond to pupils' queries and comment.

Let the pupils paint another couple of crossing line, measuring the four angles and see if they get the same results. _GO ( see No. 10 in the appended data sheet Pairs of angle examples). Respond to pupils' queries and comment. Working example 11 (see enclosed Pairs of angle examples file). Respond to pupils' queries and comment.

Talk about the definition of additional angles (see #12 in the appended Pairs of Angles sample file). Respond to pupils' queries and comment. Provide the pupils with samples of additional angles (see No. 13 in the appended Pairs of Angle Samples file). Respond to pupils' queries and comment. Working example 14 (see enclosed pair of angle samples file).

Respond to students' queries and comment. Working example 15 (see enclosed pair of angle examples file). Respond to students' queries and comment. Working example 16 (see enclosed Pairs of angle examples file). Respond to students' queries and comment. Explain the definition of complementary angles (see #17 in the appended Pairs of Angle Examples file).

Respond to pupils' queries and comment. Provide pupils with samples of supplementary angles (see #18 in the appended Pairs of Angle Samples file). Respond to pupils' queries and comment. Working example 19 (see enclosed pair of angle samples file). Respond to pupils' queries and comment. The worksheet Pairs of Angles Distribution (see enclosed file).

Spread the checklist for angle pairs (see enclosed file). In the CHECKLIST, describe what an "A", "B", "C", "D" and an "F" is. Participants answer the sheet of paper. Teachers will move from pupil to pupil by monitoring pupils' work and providing help. Pupils' work sheets are recorded and evaluated according to the "Pair of Angles Checklist".

Let Pupils create a roster of items in the room that consists of the angles shown in this unit. Let the pupils forward this information to the grade and find the angles.