lesson plan 2 angles

8/8/2019 Lesson Plan 2 Angles

http://slidepdf.com/reader/full/lesson-plan-2-angles 1/4

1. Lesson Title: Understanding Angles

2. Grade/Age Level: This unit is designed for sixth grade instruction, but

can be modified for use in grades four through seven.

3. Subject Area: Mathematics, Geometry, Angles, Protractors

4. Time allotted for the lesson: one class period (48 minutes)

5. Short description of lesson:

a. In this lesson, the learners will use a protractor to accurately

measure acute and obtuse angles to within one degree of

accuracy.

b. In this lesson, the learners will accurately create acute and

obtuse angles to within 1 degree of accuracy.

6. Massachusetts Curriculum Standards met in this lesson:

MA 6.M.2 Identify, measure, describe, classify, and construct variousangles.

7. Instructional Objectives (Each instructional objective [learning

outcome] for this lesson):

a. Students will identify an angle as acute or obtuse

©2010 John Crescitelli – Boise State University

Two-dimensional Geometry

Lesson 2 – Understanding Angles

John T. Crescitelli – EdTech 506 Instructional Message Design – Lesson P



b. Students will use a protractor to measure acute and obtuse

angles

c. Students will label angles accordingly

d. Students will create acute and obtuse angles

8. Instructional Procedures

a. Lesson SetOn each set of tables will be a collection of different protractors.An index card will be at each table asking, “What are these, andhow do you use them?” Each group of students is then to draft alist of what these objects are and how to use them. This is a 5minute activity.

b. Techniques and activities The teacher calls the class to attention and begins to inquireabout student understandings. The teacher then creates in frontof the students a list of all student responses (either on a whiteboard, chalkboard, smartboard, and chart paper).

The teacher asks the students to explain how to use a protractorwhile the teacher tries to emulate what the students aredirecting. The teacher could use an overhead projector with aprotractor or a large board-sized protractor.

The teacher now explains and models the correct methodologyof measuring an angle. Place the vertex of the angle on thecenter of the angle, with one side of the angle following either of the zero lines of the protractor. The other side of the anglefollows a path through another part of the protractor,representing the angle measure.

This is where the teacher may want to pass out InstructionalReference Guide 2 – Understanding Angles. The teacher can

reinforce the instruction by showing the reference guide tolearners. This will help them remember the steps to properlymeasure angles. The teacher can emphasize terminology, andguide students to key points of instruction.

The students are then directed to measure the four presentedangles to within 1 degree of accuracy. The teacher should beroaming the room at this point, conducting formativeassessments and providing assistance where necessary.




Once the teacher has resumed class attention, the instructioncan switch to the creation of angles. The teacher will model thecreation of one side of the angle (one ray). The teacher will placethe protractor over the endpoint of the ray and align the ray withthe zero line on the protractor. Identifying the desired anglemeasure on the protractor, the teacher will create the secondside (ray) of the angle. The teacher will then measure the angle

again to assure accuracy.

The students are then instructed to create four angles of variousacute and obtuse sizes using the paper provided. The teachershould then again roam, conducting formative assessments andagain helping students who need guidance.

c. Lesson ClosureOnce the teacher is back at the helm, he/she can conduct a“summary of the day”. This is where the students and teacherwork together to help summarize mastery objectives from the

day’s lesson. Students help to connect to past understandingswhile the teacher helps to enforce how the lesson leads to newerunderstandings tomorrow. Students are reminded that tomorrowin class, each will be required to measure and create four anglesto within one degree of accuracy.

9. Adaptations for special learners

For those with special needs, there are several options available. Theclassroom is equipped with 3 different-sized protractors for fine motorconcerns. There is also a chalkboard-sized protractor for use.

Instructional measurement sheets have been modified so that allangles measure to the 5 degree mark or 10 degree mark. Other anglemeasurement sheets have been enlarged for assistance.

10. Supplemental Activities: Extension and remediation

One particular area of extension is to have the learners experimentand discover how to measure and create reflex angles using a 180degree protractor. Those students can then create a chart paperdisplay explaining how the process works.

For those needing remediation, other options are available. I havefound that when students use the large chalkboard-sized protractorwith guided instruction they visualize the lesson better. Anotherstrategy is a small group activity, where groups predict angle sizes andmeasure each as a group. This allows for open dialogue andcooperative learning.

11.Assessment/Evaluation:




For this particular lesson, both formative and summative assessmentscan become part of the process. During initial lesson and instruction,the teacher can conduct formative assessment by classroom roaming.A checklist of instructional outcomes can be used to check classsuccesses (measured angle correctly, used protractor correctly,created acute angle correctly, etc.).

For summative assessment, in formal tests, students will need tomeasure angles to within 1 degree of accuracy, and create angleswithin 1 degree of accuracy.

12.Learner Products

Students will be presented with a series of angles. They will berequired to write an estimate of the angle based upon benchmarkunderstandings (acute, right, and obtuse). Students will then use aprotractor to measure and label the angle correctly. They will also berequired to create a series of angles based upon angle characteristics.

Those angles will also require accurate labeling.


lesson plan 2 angles

Documents