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Find the measure of a missing angle inside a triangle.
Clarifications:

Essential Understandings

Concrete:

  • Given a triangle, measure each angle.
  • Given a triangle, measure the angle with a missing measure using a tool, i.e., protractor.
  • Given a triangle, tear the angles off and put them together to make a straight line.
Representation:
  • Given a triangle, subtract numbers from 180 using tools, i.e. calculator, slide ruler, etc.
  • Given a triangle, subtract numbers from 180 using a table.

    Table with 4 columns labeled Angle A, Angle B, Angle A + Angle B, and 180 - (Angle A + Angle B). There is one blank row underneath label row.
  • Given a triangle, subtract given angle measurements from 180 to determine the measure of the missing side.

Access Point #: MAFS.7.G.2.AP.5b (Archived Access Point)
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MAFS.7.G.2.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Access Point Information
Number:
MAFS.7.G.2.AP.5b
Category:
Access Points
Date Adopted or Revised:
07/14
Cluster:
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. (Additional Cluster) : 

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Access Point Courses
  • M/J Grade 7 Mathematics (#1205040): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
  • M/J Accelerated Mathematics Grade 7 (#1205050): In grade 7 accelerated, instructional time will emphasize six areas: (1) representing numbers in scientific notation and extending the set of numbers to the system of real numbers, which includes irrational numbers; (2) generating equivalent numeric and algebraic expressions including using the Laws of Exponents; (3) creating and reasoning about linear relationships including modeling an association in bivariate data with a linear equation; (4) solving linear equations, inequalities and systems of linear equations; (5) developing an understanding of the concept of a function and (6) analyzing two-dimensional figures, particularly triangles, using distance, angle and applying the Pythagorean Theorem.

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • M/J Foundational Skills in Mathematics 6-8 (#1204000): This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all strands including number sense & operations, algebraic reasoning, functions, geometric reasoning and data analysis & probability. Teachers will use the listed benchmarks that correspond to each students’ needs. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.

  • Access M/J Grade 7 Mathematics (#7812020): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • M/J Three-Dimensional Studio Art 3 (#0101060): Students make creative use of a set of combined relationships with innovative treatment of space to produce utilitarian forms or aesthetic structures. Student artists may work in, but are not confined to, content in green or environmental design, sculpture, ceramics, or installation art, creating maquettes, casting, and carving. Students explore abstraction and the relationship of scale (i.e., hand-held, human, or monumental) and disproportionate or exaggerated scale, as well as tension, grouping, proximity, and containment. Craftsmanship and quality are reflected in the surface and structural qualities of the completed art forms. Students in the 3-D art studio focus on use of safety procedures for process, media, and techniques. Student artists use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.