*Learning Goal: Assess conceptual and procedural fluency for angle pairs, and reassess calculating the distance and midpoint between 2 points.*

# Note

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# Classwork

# Finished Early?

# Standards

**Common Core**- 7.G.B.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.
- HSG.GPE.B.6 – Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
- HSG.GPE.B.7 – Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.

**TEKS**- G.2(A) – determine the coordinates of a point that is a given fractional distance less than one from one end of a line segment to the other in one- and two-dimensional coordinate systems, including finding the midpoint
- G.2(B) – derive and use the distance, slope, and midpoint formulas to verify geometric relationships, including congruence of segments and parallelism or perpendicularity of pairs of lines
- G.6(A) – verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems

(Question 2 Level 90 Angle Pairs Concept Quiz) In your example problem from the past lesson, you provided a value for x. Was that omitted on purpose for this quiz problem?

Hey Olivia! Thanks for the comment. Yes the value of x was omitted on purpose for this quiz problem in order to ramp up the difficulty a bit more. I wanted students to identify an angle pair that they could use to solve for the value of x. I included the value of x in the previous lesson to provide an easier entry point, but now that it’s quiz time, I wanted to push them more.