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Angles Everywhere

Lesson Plan

Angles Everywhere

Grade Levels

4th Grade

Course, Subject

Mathematics
  • Big Ideas
    Measures can be estimated by using known referents.
    Numerical quantities and calculations can be estimated by using numbers that are close to the actual values, but easier to compute.
    Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified.
    Spatial reasoning and visualization are ways to orient thinking about the physical world.
    The same number sentence (e.g., 12 - 4 = 8) can be associated with different concrete or real world situations, AND different number sentences can be associated with the same concrete or real world situation.
    Two- and three-dimensional objects can be described, classified, and analyzed by their attributes, and their location can be described quantitatively.
    Geometric relationships can be described, analyzed, and classified based on spatial reasoning and/or visualization.
    Patterns exhibit relationships that can be extended, described, and generalized.
  • Concepts
    Estimation: Products, sizes, distance
    Polygons: Area and the relationships between the different polygons
    Sequence: Numbers and objects
    Symmetry: Mirror
    Geometric Shapes and Figures
  • Competencies
    Understand area as a measurable attribute and select appropriate units, strategies (e.g., decomposing) and tools to solve problems or make estimations. Use properties of 2-dimensional shapes to find the area of polygons; connect the area/array model of multiplication to the area formula for rectangles, and use this connection to justify the formula.
    Classify shapes by properties of their lines and angles.
    Draw and identify lines and angles.
    Recognize symmetric shapes and draw lines of symmetry.

Rationale

The purpose of the lessons are to be able to didentify, define, and locate various types of angles. The activities in these lessons are intended to be scaffolded from teacher guided to student guided by creating a presentation of angles found in real world objects.

Vocabulary

Acute Angle - an angle that measure less than 90 degrees

Obtuse Angle - an angle that measures more than 90 degrees but less than 180 degrees

Right Angle - an angle that measures exactly 90 degrees

Straight Angle - an angle that measures exactly 180 degrees

Objectives

The student will be able to identify everyday objects with various types of angles.

The student will be able to explain and demonstrate what each type of angle is.

Lesson Essential Question(s)

How are spatial relationships, including shape and dimension, used to draw, construct, model, and represent real situations or solve problems?
How can geometric properties and theorems be used to describe, model, and analyze situations?
How can patterns be used to describe relationships in mathematical situations?
How can recognizing repetition or regularity assist in solving problems more efficiently?
How can the application of the attributes of geometric shapes support mathematical reasoning and problem solving?

How can I check my understanding of acute, obtuse, right and straight angles?

How can I identify everyday objectives with various types of angles?

Duration

6 days - 30-40 minute classes

Materials

iPad

Screencasting app (Show Me, Educreations, Teach/Knowmia, Explain Everything)

Foldable

Whiteboard & markers

Suggested Instructional Strategies

W:  The teacher will post and discuss the essential questions and I can state with the students at the start of each lesson.  Students will be shown an example of the screencast they will make to demonstrate success of the concepts.
H:  The screencast will be a motivating experience for students.  Students will also be in whole group, small group, and individual groups to practice the skills taught.  A foldable will be utilized to engage students as well.
E:  Students will work in partners during lessons and individually on his or her screencast. Students will be asked to examine real world objects differently than before and will therefore be a memorable experience for them.
R:  Various times throughout teaching students will be asked to evaluate his or her success in understanding the types of angles using exit tickets.
E:  Students will show their understanding by completing the screencast using the rubric as a guide.
T:  Instruction will be differentiated using the partner activities.  The screencasts are also differentiated.
O:  The progression of the lesson plan is scaffolded so the lesson and activities go from teacher directed to student directed.

Instructional Procedures

Day 1

  1. Before class:  Teacher posts essential questions and I can statement.  Teacher shares with students at the start of class.
  2. Teacher shows students an example of a completed screencast.
  3. Teacher discusses four types of angles by demonstrating what they look like as well as providing the definition while completing the foldable
  4. Students take notes on his or her own foldable
  5. Exit ticket:  Students will write their name on a sticky note as well as a number using the system below.
1 = I don’t understand this at all.  2 = I need a lot of help to understand this.  3 = I need some reminders to understand this.  4 = I understand this completely and can teach it to someone else.
 
 
 
 
Day 2
  1. Teacher reviews essential questions and I can statement withthe students at the start of class.
  2. Teacher & students review 4 types of angles using foldable
  3. Teacher draws various angles & students identify by writing the name on his or her white board
  4. Students work in partners - one draws an angle the other identifies it - change roles
  5. Teacher draws various 2-dimension shapes & as a whole group students identify
  • Scaffold instruction so eventually students are identifying all angles in shape
      6.  Students work in partners - one draws a shape and other identifies angles - change roles
      7.  Exit ticket:  Students will write their name on a sticky note as well as a number using the system below.
1 = I don’t understand this at all.  2 = I need a lot of help to understand this.  3 = I need some reminders to understand this.  4 = I understand this completely and can teach it to someone else.
Day 3
  1. Teacher discusses rubric with students & shows a completed screencast
  2. Teacher models how to complete screencast (take & insert picture, format, record voice)
  3. Students explore the app & its features
Day 4
  1. Teacher takes students in small groups around the school to locate real world objects and the angles they have
  2. Students take pictures of objects
  3. Students begin to make screencast
Day 5
  1. Students continue to work on screencast and practice presenting it
Day 6
  1. Students present screencast
  2. Teacher scores screencast using the rubric

Formative Assessment

Angles Everywhere Rubric.docx

The teacher will monitor students during instruction and adjust instruction based upon success of lack of success of student understanding.  A + or - system is used for each student to help determine level of success.  The exit tickets also serve as a formative assessment.  The teacher will re-teach concepts and ideas as deemed necessary.

Related Materials & Resources

Author

Kristi Fignar

Date Published

June 26, 2015
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