Geometry: Section 1.

4
Objectives:
1. Students will know how to use angle postulates.
2. Students will know how to classify angles as acute, right, obtuse, or straight.
Materials Needed:
1. Ziggi Machine
2. Projector to show students a snippet of homework game Alien Angles to give
students instructions on how to complete the game.
Introduction:
Today we will be studying angles and their measures, as well as comparing and contrasting
postulates 3 and 4.
Lesson:
A. Using Angle Postulates
1. Instruct students to write down the following definition: An angle consists of two
different rays that have the same initial point. The rays are the sides of the angle. The
initial point is the vertex of the angle.
B. Naming Angles
1. Have students work to name the angles in the figure on pg. 26 of their book.
2. Have students practice approximating the measure of an angle in degrees using a
protractor.
3. Explain to students that angles that have the same measure are called congruent
angles.
C. Postulate 3: Protractor Postulate
1. Have students write down the following definition for Postulate 3:
-Consider a point A on one side of OB. The rays of the form OA can be matched
one to one with the real numbers from 0 to 180. The measure of angle AOB
is equal to the absolute value of the difference between the real numbers for OA
and OB.
2. Have students refer to the example in their book on pg. 27 to help them understand
postulate 3.
3. Have students write down the following definitions:
a. A point is in the interior of an angle if it is between points that lie on each side
of the angle.
b. A point is in the exterior of an angle if it is not on the angle or in its interior.
D. Postulate 4: Angle Addition Postulate
1. Have students write down the following definition for Postulate 4 and refer to the
example in their book on pg. 27 for understanding:

-If P is in the interior of RST, then mRSP + mPST = mRST

E. Compare and Contrast
1. Have students compare and contrast Postulate 3 and Postulate 4, and find situations
where one would be more useful over the other.
F. Calculating Angle Measures
1. Have students work to find the angles in the problem in example 2 on pg. 27 of their
book.
G. Classifying Angles
1. Have student write down the following definitions and copy the examples of the angles
using the Ziggi machine to show them what they look like.
-Angles are classified as acute, right, obtuse, and straight, according to their
measures. Angles have measures greater than 0 and less than or equal to 180 .
H. Classifying Angles in a Coordinate Plane
1. Plot the points in Example 3 on pg. 28 in their book, then have the students measure
and classify the following angles as acute, right, obtuse, or straight.
2. Next have the students plot the points on a coordinate plane, and then use a protractor
to measure each angle.
3. Explain to students that two angles are adjacent angles if they share a common vertex
and side, but have no common interior points.
I. Drawing Adjacent Angles
1. Have students use a protractor to draw two adjacent or acute angles RSP and PST so
that RST is (a) acute and (b) obtuse.
2. Let students use example in the book on pg. 28 to help draw the angles.
J. Homework:
1. Have students do all questions in Guided Practice section, and even number
questions in Practice and Application.
2. Have students complete geometry angles game Alien Angles for homework.
http://www.mathplayground.com/alienangles.html