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Week 2 - Lesson 9 - Identifying and Applying Relationships of Angles at A Point and On A Straight Line

This document provides a lesson on identifying and applying relationships between angles formed at a point and on a straight line. It includes examples of different types of angles like acute, obtuse, right, straight and vertically opposite angles. There are practice problems for students to identify angle types and measure angles based on given information.

Uploaded by

Maria Aireen Ramos
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© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
52 views

Week 2 - Lesson 9 - Identifying and Applying Relationships of Angles at A Point and On A Straight Line

This document provides a lesson on identifying and applying relationships between angles formed at a point and on a straight line. It includes examples of different types of angles like acute, obtuse, right, straight and vertically opposite angles. There are practice problems for students to identify angle types and measure angles based on given information.

Uploaded by

Maria Aireen Ramos
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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HELLO EVERYONE!

GOOD
MORNING🥰
Identifying and
Applying
Relationships of
Angles at a Point on a
Straight Line
Presented by:
MA. AIREEN R. DIAZ
Teacher III, Mathematics 7
ARE YOU
READY ?
LET'S GET
STARTED!
Remember Me?
1. (i) Complete: An acute angle measures less than
……………… degrees.
90
(ii) Complete: An obtuse angle measures between
……………… degrees and ……………… degrees. 90, 180

2. (i) The measures of angles at a point add to


………………degrees. 360
(ii) The measures of vertically opposite angles
are ………………..
equal
Remember Me?
3.

(y - 20)0

(x + 20)0 80
0 𝑥 = 60;
𝑦 = 120
LESSON
PURPOSE/
Applying
INTENTION
relationships of
angles at a point and
on a straight line.
SAY
IT
LOUD
!
Angles are considered to
be adjacent angles when
two angles share a common side
and vertex and do not overlap.
An angle is formed when the two rays are
combined at a common point. The common
point here is the vertex, and the two rays are
known as the arms of the angle. The symbol
“∠ ” represents the angle.
In geometry, the term intersection
describes when any geometric objects
cross or intersect one another. This is
also called a geometric intersection.
To find a number that shows
the size or amount of
something.
When two straight lines intersect each
other at 90˚ or are perpendicular to each
other at the intersection, they form the
right angle. A right angle is represented by
the symbol ∟.
A straight angle is an angle, whose
vertex point has a value of 180
degrees. Basically, it forms
a straight line, whose sides lie in
opposite directions from the vertex.
When two lines intersect each other,
then the opposite angles, formed due to
intersection are called vertical angles or
vertically opposite angles.
Activity:

Find My “x”!
STEM
Max is a designer and is
creating designs for the
entry to a new building.
He needs to know the
sizes of all the angles
that he uses in his
designs and to know
their relationships with
other angles in the
designs.

The diagrams below show


parts of Max’s designs.
Try Me! Complementary
Angles
1. (i) What types of angles are a pair of
angles that together make a right angle?
(ii) In Diagram 1, ∠𝐷BC = 20°. Find the size
of ∠𝐴BD.
70 0

2. In Diagram 2, 170 0

(i) Find the value of 𝑥. Reflex


(ii) What type of angle is ∠𝐸HG? Angle
x = 15
∠𝐾OM = 800
3. In Diagram 3, find the value of 𝑥 and
∠𝐽OM = 1000the size
of ∠𝐾OM and ∠𝐽OM.
Supplementary
What’s My Degree! Angles
1. (i) What types of angles are a pair of angles
that together make a straight angle?
(ii) In Diagram 4, ∠𝑆QR115
= 65°.
0 Find the
measure of ∠𝑃QS.
36 Obtuse
2. In Diagram 5, Angle
(i) find the value of 𝑥.
(ii) What type of angle is ∠𝑉ZW? ∠𝐴OC = 76°
∠ 𝐵OD = 76°
∠ 𝐴OB = 104°
3. In Diagram 6, find the size of each of∠𝐶OD
the= 104°
four angles.
Reflection
Has the lesson helped you gain
further insight into aspects of the
material covered that represent
strengths or represent weaknesses? Would you rate your level
What do you think were of understanding of the
the key mathematical material covered in this
concepts addressed in this lesson as high, moderate,
lesson? or low?

Would you rate your level What do you think were


of understanding of the the key mathematical
material covered in this concepts addressed in this
lesson as high, moderate, lesson?
or low?

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