| It is expected that students will:
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measure and classify pairs of angles, complementary angles (90ƒ), or supplementary angles (180ƒ)
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In the diagram below, name a pair of complementary angles and a pair of supplementary angles.
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identify and name pairs of angles pertaining to parallel lines and transversals, including:
- corresponding angles
- vertically opposite angles
- interior angles on the same side of
the transversal
- exterior angles on the same side of
the transversal
- interior alternate angles
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In the diagram below, name pairs of angles that are:
- corresponding
- vertically opposite
- interior on the same side of the transversal
- exterior on the same side of the transversal
- interior alternate angles
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describe the relationships between the pairs of angles pertaining to parallel
lines and transversals
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If a is 100ƒ, calculate the measures of each of the other angles. Justify each calculation.
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use mathematical reasoning to determine the measures of angles in a diagram
perform calculations with angle measures
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Find the measures of the indicated angles in this diagram.
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construct angle bisectors and perpendicular bisectors
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Construct the bisector of --ABC.
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explain in more than one way why the sum of the measures of the angles of a triangle is 180ƒ
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Myra drew and cut out several triangles of different sizes and shapes. She marked the vertices and cut off the three vertices of each triangle. Make some triangles like Myra's, and explain how you can use the three vertices from each triangle to show that their sum is 180ƒ.
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Shape and Space (3-D Objects and 2-D Shapes)
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