**I Have, Who Has**game is not a new concept. The premiss is that each person gets a card that has two statements. One is the "I have" statement and the other is the "Who has" statement. In this case the "I have" statement is an diagram dealing with determining an angle and a "Who has" statement which is the angle. The way the game works is that a person starts by reading their "Who has" statement. For example, someone might say "Who has 138

^{o}?". Someone else will have a card where their diagram has an angle that equals 138

^{o}so they would say " I have x = 138

^{o}". Who has 136

^{o}?" That is, they read their angle that equals 138

^{o}and then asks their "Who has" statement. Then someone else will have an expression that matches 136

^{o}and the game continues. If done correctly, it should end up with the person who started giving their "I have" statement. It works really well as a warm up and one of nice things about this is that you could do it multiple days and kids will likely get different cards.

In this set there are questions for parallel lines with a transversal, complimentary angles, supplementary angles, exterior angles, sum of interior angles and opposite angles questions

- Gr8GSS - solve angle-relationship problems involving triangles (e.g., finding interior angles
or complementary angles), intersecting lines (e.g., finding supplementary angles or opposite angles), and parallel lines and transversals (e.g., finding alternate angles or corresponding angles)
**NOTE - only use the 9 card set if doing this for grade 8;** - MPM1D - determine, through investigation using a variety of tools (e.g., dynamic geometry software, paper folding), and describe some properties of polygons, and apply the results in problem solving
- MPM1D, MFM1P - determine, through investigation using a variety of tools (e.g., dynamic geometry software, concrete materials), and describe the properties and relationships of the interior and exterior angles of triangles, quadrilaterals, and other polygons, and apply the results to problems involving the angles of polygons
- MFM1P - determine, through investigation using a variety of tools (e.g., dynamic geometry software, concrete materials), and describe the properties and relationships of the angles formed by parallel lines cut by a transversal, and apply the results to problems involving parallel lines

- There are two sets of cards that you could download here. One set (pictured here) has only 9 cards in it (you can see that the card on the top left has the "I have" to match the "Who has" of the card on the bottom right). Depending on the size of class you have you might want to use this set multiple times (ie groups of 9) or use the larger set of 27. Either way, in order for the game to work, all cards need to be passed out. So some students may need to have more than one card.
- Regardless. Print out the set you want (ideally on coloured card stock) and we also suggest lamination to lengthen the lifespan of the cards.
- Be sure to print out a set for yourself that you don't cut out so that it will be easier for you to check as students play the game.

- Distribute the cards one per student. All cards must be handed out so some students might need more than one card.
- Tell each person to determine the indicated angle in their "I have" diagram and check their answer with at least one other person.
- Once students are confident with their answer all students should stand and then you choose one to read their "Who has" statement. The person who's answer is the same should read their "I have" statement followed by their "Who has" statement and then sit down. Eventually the last person standing should be the person who started.
- A variation might be to have students walk to the front and stand next to the person who they were matched with and eventually form an entire loop around the class.

- IHaveWhoHas-Angles-9cards (pdf) (doc)
- IHaveWhoHas-Angles-27cards (pdf) (doc)
- IHaveWhoHas-BlankTemplate (doc)

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