**Lesson Plan of Describe different types of Angles**

Students` Learning Outcomes

- Describe adjacent, complementary and supplementary angles.

Information for Teachers

- Students already know about angles.
- Adjacent Angles: two angles with common vertex, one common arm and uncommon interior are called Adjacent Angles.

- Angles x and y are adjacent because they share a ray [line in red] and a vertex [point in black called D]
- Complementary Angles: two angles whose sum of measures is 90
^{0}are called Complementary angles. - Complementary may or may not be adjacent.
- If the angles are not adjacent, still they can be called complementary angles, as given below are complementary angles because the sum of their measures is 90
^{0}.

- For example the following pairs of non-adjacent angles are also complementary as their sum is equal 90
^{0}degrees.

- Supplementary Angles: two adjacent or non-adjacent angles are Supplementary if their sum is equal to 180
^{0}degrees.

- Examples:
- 40
^{0}and 140^{0}are supplementary angles of each other. - 93
^{0}and 87^{0}are supplementary angles of each other. - The following pairs of non-adjacent angles are also supplementary angles as their sum is equal to 180
^{0}.

- Consult textbook at all the steps wherever required.

Material / Resources

Writing board, chalk / marker, duster, textbook

Introduction

- Ask the students to look for following words in English dictionary [this can be given as home work one day before]
- Adjacent, complementary and supplementary
- Inquire the meanings and then introduce one by one.

Development

Activity 1

- Activities for Adjacent Angles;
- Supplementary Angles:
- Ask students to draw a straight line in the notebooks. Take any point on the line and draw another line to form any angle. [Show figure]
- Ask them to measure the angles on both sides and add the degrees of both.
- Raise your hands if you get 180
^{0}as the sum [they all will raise as they finish measurements] - Tell them that these angles are called supplementary angles.
- Also introduce that supplementary angles are not necessary adjacent. Ask children to make / find some supplementary angles.

Activity 2

- Complementary Angles:
- Ask the students to first draw a right angle and then draw a line starting from its vertex cutting through the right angle making another angle.

- Ask them to measure both the angles and add the degrees and then introduce the term complementary angles.
- Divide the students in groups and ask them to think about the definitions discussed.
- Ask “can we consider following as examples of Supplementary angles, if yes then why?” There are Adjacent angles of a four-cornered room.
- Adjacent angles of a window; Time of 6:00 with the second hand pointed at 3,
- Two adjacent ends of a piece of papers.
- Ask “can we considered following as examples of Complementary angles, if yes then why.
- Adjacent angles of a four-cornered room
- Adjacent angles of a window
- Time of 6:00 with the second hand pointed at 3
- Two adjacent ends of a piece of paper
- Ask ‘can we consider following as examples of Complementary angles, if yes then why?
- Examples of Complementary angles:
- Time of 3:00 with the second hand pointed at 2.
- Wind up the lesson by inviting students one by one in front of class to repeat verbally.

Sum up / Conclusion

- Review new learning with the students.
- Ask them to define the following:
- Adjacent Angles: two angles with common vertex, one common arm and uncommon interior are called Adjacent Angles.
- Complementary Angles: two angles whose sum of measures is 90
^{0}are called Complementary Angles. - Supplementary Angles: two angles are supplementary if they add up to 180
^{0}degrees.

Assessment

- Feedback of students on related examples of activities will help to assess them.
- Draw different angles on the board as given in examples and ask them to identify pairs with respect to complementary, supplementary and adjacent.

Follow up

- Encourage students to look for angles in the corners of roofs and walls and other places and report back to class.