This document contains information about angles and geometry concepts including: 1) Common Core standards related to congruence, similarity, rotations, reflections, and translations of geometric figures. 2) Questions about the definitions of vertical angles, corresponding angles, and supplementary angles. 3) A diagram labeling different angles and instructions for students to complete an assessment on related geometry topics.

1. Warm - Up
Find the measure of angle 1.
1
22x
21x + 5

2. Essential Question
Why are corresponding angles congruent?

3. Unit 1 Assessment

4. Common Core GPS
Understand congruence and similarity using physical models, transparencies, or geometry software.
MCC8.G.1 Verify experimentally the properties of rotations, reflections, and translations:
a. Lines are taken to lines, and line segments to line segments of the same length.
b. Angles are taken to angles of the same measure.
c. Parallel lines are taken to parallel lines.
MCC8.G.2 Understand that a two‐dimensional figure is congruent to another if the second can be
obtained from the first by a sequence of rotations, reflections, and translations; given two
congruent figures, describe a sequence that exhibits the congruence between them.
MCC8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two‐dimensional
figures using coordinates.
MCC8.G.4 Understand that a two‐dimensional figure is similar to another if the second can be obtained
from the first by a sequence of rotations, reflections, translations, and dilations; given two similar
two‐dimensional figures, describe a sequence that exhibits the similarity between them.
MCC8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of
triangles, about the angles created when parallel lines are cut by a transversal, and the angle‐angle
criterion for similarity of triangles. For example, arrange three copies of the same triangle so that
the three angles appear to form a line, and give an argument in terms of transversals why this is
so.

5. Language of the Standards
What are vertical angles?
What are corresponding angles?
What are supplementary angles?

6. Angles
Let’s label and name the special angles.
1
2 7
3
4
6
5
8

7. Work Session
Complete the Unit 1 Assessment.
When you are finished, turn it in and finish
yesterday’s task.
If you are finished with both, then read.
NO TALKING!!!

8. Closing:
What have you learned about parallel lines
crossed by a transversal?
Did this task help you understand the “special
angles” and their relationships?
What did you struggle with while completing
this task?