Give this before the unit. It doesn't test the new standard (8.G.A.5, parallel lines cut by a transversal). It checks the earlier skills that standard builds on, from grade 4 and grade 7, so you can see who is ready and what to review first. It isn't meant to be graded. The answer key, with what each part tells you and how to reteach it, prints on its own page after it.
Pre-Assessment: Getting Ready for Angle Relationships
Before we start: this shows what you already know about angles and lines. It's fine if some of it is new; that's what the unit is for. Try every question, show your thinking, and after each part circle how sure you feel.
Part A: Angle basics 4.MD.C.5, 4.G.A.2
1. A right angle measures °. A straight angle measures °. One full turn measures °.
2. Name each angle: acute, right, obtuse or straight.
a)
b)
c)
d)
How sure do you feel? Not yetA littleI've got it
Part B: Kinds of lines 4.G.A.1
3. Label each pair: parallel, perpendicular, or crossing (not at a right angle).
a)
b)
c)
4. On the map at the top of this page, do the two gray streets ever meet? What word describes two lines like that?
How sure do you feel? Not yetA littleI've got it
Part C: Angles add up 4.MD.C.7
5. An angle is split into two parts. How big is the whole angle?
whole angle = °
6. The whole angle is 110°. Find the missing part.
? = °
How sure do you feel? Not yetA littleI've got it
Part D: Angle pairs 7.G.B.5
7. Find the missing angle.
? = °
8. Find the missing angle.
? = °
9. The scissors' blades open to 38°. What is the angle between the handles? How do you know?
? = ° because
10. The ladder makes 64° with the ground, and the wall is straight up. What angle does the ladder make with the wall?
? = °
How sure do you feel? Not yetA littleI've got it
Part E: Equations 7.EE.B.4a
11. Solve: x + 47 = 90
x =
12. Solve: 3x + 30 = 180
x =
13. Two angles make a straight line. One is x° and the other is (x + 40)°. Find both.
Getting Ready for Angle Relationships · for the teacher
90°, 180°, 360°
a) obtuse (125°) b) acute (40°) c) straight (180°) d) right (90°)
a) perpendicular b) crossing c) parallel
No, they never meet: they are parallel. (A student who adds that the avenue crosses both already has the idea of a transversal.)
35 + 50 = 85°
110 − 40 = 70°
90 − 28 = 62° (complementary)
180 − 115 = 65° (supplementary)
38°: the blades and the handles are vertical angles, so they are equal.
90 − 64 = 26°: the wall and the ground make a right angle, so the ladder's two angles are complementary.
x = 43
3x = 150 → x = 50
x + x + 40 = 180, 2x = 140 → x = 70; the angles are 70° and 110°
What each part tells you
Part
Why it matters for this unit
If many students miss it
A: Angle basics
Every rule in the unit comes down to 90°, 180° or 360°.
A 5-minute warm-up: show a right angle, a straight angle and a full turn with arms or a paper plate.
B: Kinds of lines
The new standard is all about parallel lines and a line that crosses them.
Find parallel and perpendicular lines in the room: door frames, floor tiles, notebook lines.
C: Angles add up
Each angle-pair problem splits or combines angles.
Fold or cut a paper angle into two parts and measure the parts and the whole.
D: Angle pairs
The direct foundation: parallel-line angles are found with these same pairs.
Play Bank Shot: Angle Golf, or Math Billiards Practice mode with only Complementary, Supplementary and Vertical on.
E: Equations
The worksheet's Part E and the game's Challenge level use two-step equations.
Review with Tip the Scales before the Challenge problems.
Reading the results: students strong in Parts A–D are ready to start with parallel lines right away. A student who misses Part D but not A–C usually knows the facts but not the names; the visual notes fix that quickly. Compare the “How sure do you feel?” circles with the answers: a student who circles “I've got it” but misses the part is worth a quick conversation.