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MATHEMATICS 10-3

 [C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation

[PS] Problem Solving
[R] Reasoning
[T] Technology
[V] Visualization

Geometry

General Outcome: Develop algebraic and graphical reasoning through the study of relations.

Specific Outcomes: It is expected that students will:

  1. Solve problems that involve parallel, perpendicular and transversal lines, and pairs of angles formed between them.
    [C, CN, PS, V]

    5.1 Sort a set of lines as perpendicular, parallel or neither, and justify this sorting.

    Parallel

***Link: LearnAlberta (Ron Blond)

    Parallel

***Link: LearnAlberta (Ron Blond)

 

Perpendicular

***Link: LearnAlberta (Ron Blond)

Perpendicular

***Link: LearnAlberta (Ron Blond)

5.2 Illustrate and describe complementary and supplementary angles.

Complementary Angles

***Link: LearnAlberta (Ron Blond)

Supplementary Angles

***Link: LearnAlberta (Ron Blond)

5.3 Identify, in a set of angles, adjacent angles that are not complementary or supplementary.

5.4 Identify and name pairs of angles formed by parallel lines and a transversal, including corresponding angles, vertically opposite angles, alternate interior angles, alternate exterior angles, interior angles on same side of transversal and exterior angles on same side of transversal.

Parallel Lines and Transversal - Use It - iFrame

a

Link: LearnAlberta

 

Alternate Angles (Transversal)

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Angles on the Same Side of the Transversal

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Corresponding Angles (Transversal)

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Opposite Angles

***Link: LearnAlberta (Ron Blond)

 

 

5.5 Explain and illustrate the relationships of angles formed by parallel lines and a transversal.

Parallel Lines and Transversal - iFrame

Link: LearnAlberta

 

5.6 Explain, using examples, why the angle relationships do not apply when the lines are not parallel.

Parallel Lines and Transversal - iFrame

Link: LearnAlberta

 

5.7 Determine if lines or planes are perpendicular or parallel, e.g., wall perpendicular to floor, and describe the strategy used.

5.8 Determine the measures of angles involving parallel lines and a transversal, using angle relationships.

Parallel Lines and Transversal - iFrame

Link: LearnAlberta

 

5.9 Solve a contextual problem that involves angles formed by parallel lines and a transversal (including perpendicular transversals).

 

  1. Demonstrate an understanding of angles, including acute, right, obtuse, straight and reflex, by:

6.3 Sketch a given angle.

6.4 Estimate the measure of a given angle, using 22.5°, 30°, 45°, 60°, 90° and 180° as referent angles.

Protractor

***Link: LearnAlberta (Ron Blond)

 

6.5 Measure, using a protractor, angles in various orientations.

Drawing Angles (Note: Interactive Grade 6 Math Lesson:

http://www.learnalberta.ca/content/mesg/html/math6web/lessonLauncher.html?lesson=m6lessonshell16.swf)

Protractor

***Link: LearnAlberta (Ron Blond)

 

6.6 Explain and illustrate how angles can be replicated in a variety of ways; e.g., Mira, protractor, compass and straightedge, carpenter’s square, dynamic geometry software.

Protractor

***Link: LearnAlberta (Ron Blond)

 

6.7 Replicate angles in a variety of ways, with and without technology.

6.8 Bisect an angle, using a variety of methods.

Bisecting Angles

***Link: LearnAlberta (Ron Blond)

Bisecting Angles in a Triangle

***Link: LearnAlberta (Ron Blond)

Perpendicular Bisector(s) Angles of a Triangle

***Link: LearnAlberta (Ron Blond)

 

 

6.9 Solve a contextual problem that involves angles.

March, 2008 http://www.education.alberta.ca/media/655889/math10to12.pdf

2008 Program of Studies with Achievement Indicators: http://education.alberta.ca/media/823110/math10to12_ind.pdf