Michael Lamb

Lesson Plan - REVISION Introduction

Topic: Geometry Triangles & Angles Length of Lesson (estimated): 35 - 40 minutes VA Standards of Learning: 5.12 The student will classify a) angles as right, acute, obtuse, or straight; and b) triangles as right, acute, obtuse, equilateral, scalene, or isosceles.

Cognitive Objectives Students will: Classify angles as right, acute, straight, or obtuse. Classify triangles as right, acute, or obtuse. Classify triangles as equilateral, scalene, or isosceles Assessment Formative Observe and listen for proper use of vocabulary terms and correct sorting of triangles during the group activity Summative Grade the worksheet for accuracy (look for correct sequence and labeling of tiles, all problems done correctly) Teaching and Learning Sequence Introduction/Anticipatory Set Draw 3 triangles on the board (equilateral, scalene, and isosceles) and ask the students what they all have in common. (regardless of shape, the sum of the three angles in a triangle is equal to 180 degrees)

Introduce the vocabulary terms as the class examines the three triangles o Equilateral, scalene, isosceles, acute, obtuse, right angle

Ask the class to start thinking of places (home, school, church, ball field) and objects where they have seen triangles (list them on the board).

Show a slideshow of renaissance and modern architecture, products, and natural angles in the environment on the whiteboard (have students volunteer to come up and trace some of the angles that they find).

Model the upcoming activity on the whiteboard using student input to sort the 10 triangles into 3 groups (right angle, obtuse angle, and acute angle) o Overlap the three rings like a 3 circle Venn diagram (where each circle shares space with

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the other two circles)

o Use 10 triangles of varying sizes and angles, move the triangles into the correct ring
(positioning triangles that share properties with another type into the correct overlapping area) o Label the rings and justify your work

Lesson Development Instruct the students to assemble into their pre-assigned groups of three with the designated group leaders gathering the required materials for the activity (set of 3 rings, triangle shapes set)

The students will demonstrate their understanding of angles and triangles by correctly sorting the triangle sets (as a group), Encourage the students to communicate openly to justify their reasoning when placing each triangle to their group.

Once the groups are satisfied with their sorts, show the correct sort on the white board and have the students compare with their own work and justify any discrepancies between answer key and students. Address student requests for clarification at this time.

Ask the students to challenge or seek clarification on your sort (look for concept understanding during a challenge).

Ask the students if they see other ways that we could classify or sort the shapes (list their ideas). (size, scalene, isosceles, equilateral, right angle)

Ask students whether a right triangle can have an obtuse angle. Why or why not? No, A right angle is 90. If a right triangle were to have an obtuse angle, the sum of the measures of the angles would exceed 180 degrees

o Can an obtuse triangle have more than one obtuse angle? Why or why not? No, since
an obtuse angle is greater than 90 degrees, another angle greater than 90 degrees would not allow the line segments to create the third angle thus remaining open and not a triangle.

o What type of angles are the two angles other than the right angle in a right triangle?
Acute, The right angle accounts for 90 degrees (half of the 180 degrees of angles in a triangle, thus the sum of the remaining angle must equal 90 degrees.

Michael Lamb

What king of triangle will we have if both of the remaining angles were 45 degrees? Scalene If one angle was 30 degrees? Isosceles

o What type of angles are the two angles other than the obtuse angle in an obtuse triangle?
Acute because the obtuse angle exceeds 90 degrees, thus the remaining angles cannot be either obtuse or right angles. Closure Show a slide show of common highway / construction signs and ask the students to identify what type of angles / triangles are present. Ask the students to name some jobs and sports where knowledge of angles is essential to the job / performance in the sport (architect, pool player, tennis player, builder) Pass out pre-made 3 flap foldable (to each student) and ask the students to draw the three types of triangles (one on each flap) while discussing the similarities and differences. Instruct them to complete the inside of the foldable to include characteristics and examples for homework.

Homework Complete the 3 flap foldable (see closure) Materials/Technology and Advanced Preparation 8 sets of triangle shape manipulatives 3 collapsible rings (eight sets) 24 sets of geometric shape tiles (students had cut out and labeled their own sets yesterday) Whiteboard Whiteboard slide show Highway / construction triangle PowerPoint Pre-made 3 flap foldables References EDUC 527U Class instruction received on November 8, 2011 from Dr. Stohr-Hunt Angles Worksheet obtained from

http://math4children.com/Grade6/worksheets/Geometry/angles%202.pdf November 15, 2011

Appended Materials Content Organizer Curriculum Framework Angles Worksheet

retrieved

on