Project My Angle by nuhman10

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									My Angle

In this project you will calculate your own angle and make three other angles that combine
together in different ways to create 90 and 180 angles. After that you will look at patterns
you observe about the angles and how they fit together.



           Definition:
           Any two angles whose measures add up to 180 are supplementary angles.
           (We call them perfect mates).
           Any two angles whose measures add up to 90 are complementary angles.
           (We call them best friends or compadres).



Process
Calculate your angle by adding your birth year, your birth month and your birth day. Mine is
60 + 12+ 29 =101
Angle 1: Construct your angle out of colored paper.
Angle 2: Construct your angle's supplement (perfect mate)
Angle 3: Construct the complement to Angle 2 (best friend)
Angle 4: Construct the supplement to Angle 3 (the perfect mate)

Write   an illustrated report
        Explain your angles and how you calculated them
        Classify them as acute or obtuse
        Explain any patterns you see.
        What happens when you put them all together?




We are practicing constructing angles with a protractor, and calculating supplementary and
complementary angles. This is also the first written project you have done in this class, so
you are learning what I expect in written reports.
Geometry Grading rubric


                            A                               B                              C                            D or F
Geometry       Student has demonstrated       In general, all angles are      Most angles are correctly       Most angles do not have the
Tools          that s/he can use a            correctly made using a          made using a protractor, but    intended measure. It is not
               protractor to create angles.   protractor. One or two          one or two are incorrect.       clear that the student knows
                                              appear to be slightly           It appears that the student     how to use a protractor.
                                              incorrect, but this may be a    has some knowledge of using
                                              slight measurement error.       a protractor, but does not
                                                                              yet know how to use it
                                                                              accurately.
Mathematical   Angles are properly labeled    Most angles are properly        Most angles are properly        Angles are not properly
Models         using the arc and degrees.     labeled using the arc and       labeled using the arc and       labeled using the arc and
               It is clear which angle is     degrees. It is clear which      degrees. A few may be           degrees. In most figures, it
               being used on the shape.       angle is being used on the      incorrectly labeled, or the     is not clear which angle is
                                              shape.                          wrong angle identified.         being used on the shape.
Knowledge of   Student clearly                Student appears to have a       Student demonstrates a          Student demonstrates little
concept        demonstrates a sound           good knowledge of               basic knowledge of              knowledge of complementary
               knowledge of complementary     complementary and               complementary and               and supplementary angles.
               and supplementary angles.      supplementary angles.           supplementary angles. Most      There is little or no
                                              However, more explicit          comments and observations       discussion. Or the discussion
                                              labeling and discussion could   are largely correct. However,   shows several
                                              improve the work.               there are a few errors or       misconceptions.
                                                                              apparent misconceptions in
                                                                              the write up of the work.
Math           Student uses correct math      Student mostly uses correct     Student uses some math          Student uses almost no math
language       language and describes their   math language. The              language, but could use more.   language. There is little or
               work and observations with a   description of their work       The description is brief and    no descriptions and the
               good level of detail.          and/or observations could       there are few observations.     student has made no
                                              benefit from more detail.                                       observations.

								
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