A parallelogram is a quadrilateral with two pairs of parallel and equal sides.

A rhombus is parallelogram where all the sides are the same length.

A trapezium is a quadrilateral with exactly one pair of parallel sides.

Equilateral triangles have three equal-sized angles and three edges of equal length. They are regular triangles.

Isosceles triangles have two angles that are equal. That is also true for its side lengths: two sides are of equal length.

Checking and securing understanding of properties of shapes

Maths

Checking and securing understanding of angle notation and drawing/measuring angles

Checking and securing understanding of basic angle facts

Checking and securing understanding of advanced angle facts

Checking and securing understanding on chains of reasoning with angle facts

Checking and securing understanding of polygons

Checking and securing understanding of interior angles

Checking and securing understanding of exterior angles

Forming equations with angles

Problem solving with angles

In this unit, pupils applied their understanding of angles to solve increasingly complex problems. In the future unit, pupils will use their mathematical reasoning to derive and use various circle theorems. 

In the prior unit, pupils learnt how to identify corresponding, alternate and co-interior angles. In this unit, pupils use their knowledge of these angles to reason through and solve more complicated problems.

In this unit pupils use their knowledge of corresponding, alternate and co-interior angles to reason through and solve more complicated problems.

Angles

Match the triangles with the triangle types.

Match the quadrilaterals with the quadrilateral types.

Alternate angles in parallel lines are equal.

Angles that form a straight line are supplementary.

Co-interior angles in parallel lines are supplementary.

Corresponding angles in parallel lines are equal.

Which angle fact could be used to justify why $$a=130$$ using a single statement?

Which angle fact could be used to justify why $$b=50$$ using a single statement? 

Which angle fact could be used to justify why $$c=130$$ using a single statement? 

Which angle fact could be used to justify why $$d=130$$ using a single statement? 

Which angle fact could be used to justify why $$e=50$$ using a single statement?

Some would be greater than 130 and some would be less than 130.

If the pair of horizontal lines were dragged further apart from each other, what would happen to the values of $$a$$, $$c$$ and $$d$$?

This lesson was made for home learning during the pandemic.

Checking and securing understanding of properties of shapes

Lesson outcome

This lesson was made for home learning during the pandemic.