Lesson Plan (Repaired)
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Western Governors University *
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095
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
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Uploaded by ElderWallaby3405
Direct Instruction Lesson Plan Template
General Information Lesson Title: Identifying and Differentiating Angles
Subject(s): Math
Grade/Level/Setting: 5
th
grade
Prerequisite Skills/Prior Knowledge:
What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson?
It is assumed that students will have an understanding in the difference of right, acute, and obtuse angles; students understand how to classify 2-dimonsional shapes into categories and recognize that properties of those shapes belong to all shapes in sub-categories.
Standards and Objectives State/National Academic Standard(s): 5.G.B.4
Classify two-dimensional figures in a hierarchy based on properties. https://www.thecorestandards.org/Math/Content/5/G/B/4/
Learning Objective(s): Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition, behavior, and criterion).
Given images of 10 triangles, students will be able to sort triangles based on features of their internal angles with 80% accuracy.
Materials Technology
What materials will the teacher and the students need in order to complete the lesson? Clock
Scissors
Activity Worksheet “Angles: Which doesn’t belong?”
Flashcards
Pencils
Smartboard
Student-friendly magazines
How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model
to explain the technology integration strategies you plan to use.)
Video: Angles Song: Acute, Obtuse, & Right Angles This video will enhance student learning by describing angles using a catchy song that students will be able to use to remember the different types of angles and their definition. https://www.youtube.com/watch?
v=NVuMULQjb3o
Language Demands
Specific ways that academic language
(vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s):
The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions include identifying main ideas and details; analyzing and interpreting characters or
events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language functions in math include predicting from models and data, recording multiple ways to solve problems, justifying conclusions, evaluating data and explaining how or why certain strategies work.
Students will analyze internal angles.
Students will compare triangles.
Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
Degrees- unit of measurement for angles
Right Angle- an angle with measurement of 90 degrees where two perpendicular lines meet
Acute Angle- an angle with measurement less than 90 degrees
Obtuse Angle- an angle with measurement greater than 90 degrees and less than 180 degrees
Discourse and/or Syntax:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).
Students will pair up to and analyze internal angles of triangles. Students will sort triangles into 2 groups and explain their reasoning.
Planned Language Supports:
The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines.
The teacher will provide visual representation of angles using hand motions to describe the angle.
Students will create flash cards for each angle with its definition and a visual representation of the angle.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
1.
Write the student language friendly objective on the board “I can identify and describe angles” and have students recite the objective as a class.
2.
Play the video “
Angles Song: Acute, Obtuse, & Right Angles” on the smartboard.
3.
Display images of familiar objects with similar angles like the letter 1.
Students will recite the class objective out loud as a whole. 2.
Watch the video “
Angles Song: Acute, Obtuse, & Right Angles”
3.
Students will reason with their elbow partner the similarities and differences between the images on
the board in regards to their angles. Students will identify and describe different angles using key
“X” and “M”, the board corners, the letter “E” and “T”, clock and scissors. Have the students discuss with their elbow partner the angles they observed in the images. Listen to the students to observe for terms like “angles” “right angles” “acute angles” and “obtuse angles.”
terms “right angles” “obtuse angles” and “acute angles.”
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
1.
Define the terms “acute angle” “right angle” and “obtuse angle” while reviewing the angles contained in the familiar images. Use hand motions to visually describe each angle. 2.
Distribute blank note cards for the students to create flash cards for their angle definitions. Instruct students to draw a visual representation of the angle on the flashcard in addition to its definition.
1.
Students will repeat the definition of each angle and mimic the hand motions to represent each angle. 2.
Students will write one definition per flashcard of “acute angle” “right angle” and “obtuse angle.” Students will draw a visual representation of each angle on their corresponding flashcard. Guided Practice:
Activity Description/Teacher
Student Actions
1.
Lead a classroom discussion that angles are in many everyday objects. Ask students to look at the
board and identify the angles that make up the support structure. Have students turn to their elbow partner and discuss why they believe the board has right angles instead of acute angles or obtuse angles. Invite the students to share
their reasoning with the class.
1.
Students will talk to their elbow partner and use reasoning to determine why the support structure for the board consists of right angles. Students will share their reasoning with the class. Responses may vary. Independent Student Practice:
Activity Description/Teacher
Student Actions
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1.
Students can pick their own
partner to work on the activity worksheet “Angles: Which Doesn’t Belong?” Students will sort the images into 2 categories. Students will label the categories. Students can have two groups of any category if they can justify their reasoning. One example could be containing right angles versus contains no right angles. 2.
Have groups share with another group the categories they created and their reasoning. Suggest to students to use the sentence frame from the objective on the board and the definitions on their flashcards to explain their justifications. 3.
Observe group conversations to identify students using key terms “acute angles” “right angles” and “obtuse angles.”
4.
Choose two or three groups with varying thought processes to share
their reasoning with the class. 1.
Students will pick their own
partners and work on the worksheet “Angles: Which Doesn’t Belong?” together. Students will sort the images into 2 categories. Students will label the categories. Students can have two groups of any category if they can justify their reasoning. One example could be containing right angles versus
contains no right angles. Results will vary. 2.
Groups will share their categories with students from another group and discuss the categories they created with justifications for those categories.
Students may use the sentence frame from the objective on the board and their flashcard definitions to justify their reasoning. 3.
Selected groups will share their categories and reasoning with the rest of the class.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
1.
Repeat the learning objective and ask students if they felt they reached the objective. Allow students to share their thoughts and ask any lingering questions. Relate the learning objective to future lessons.
2.
Ask the students “Why is it important to identify the correct type of angle?”
3.
Suggest to students to references the different images of angles shown in class or their own real-
world examples. Have students 1.
Students will repeat the learning objective as a class. Students will assess if they feel they have reached the learning objective. Students will share thoughts and ask any lingering questions. 2.
Students will answer “Why is it important to identify the correct type of angle?”
3.
Students will discuss their reasoning with their elbow partner
using vocabulary from the lesson.
4.
Chosen students will explain their reasoning to the class using
discuss their answers with their elbow partner.
4.
Encourage students to use vocabulary from the lesson.
5.
Choose a few students to share their answers with the class. 6.
Discuss with the class how angles are important to different professions: physicists, engineers, carpenters, astronomers, captains,
etc. Encourage students to provide
more examples of professions where using angles is important (i.e. astronomy.)
7.
Have students complete a checklist
of questions to show their understanding of the different types of angles. Have students choose an angle and provide a definition of the angle they chose, give 2 real world examples of where the angles occur, and explain how the angle they chose is different from the other 2 angles
discussed in class. Have students draw a shape containing their chosen angle. Have students answer the following questions:
What is the angle name and definition?
Where does the angle occur in the real-world? Give 2 examples.
How is the angle different from the other 2 angles?
Draw a shape containing the angle. vocabulary from today’s lesson. 5.
Students will observe and engage in discussion of how angles are important to different types of professions.
6.
Students will show their understanding of different angles by completing a checklist of questions describing a “right”, “obtuse” or “acute” angle. Students will choose an angle and provide a definition of the angle they chose, give 2 real world examples of where the angles occur, and explain how the angle they chose is different from the other 2 angles discussed in class. Students will draw a shape containing their chosen angle. Students will answer the following questions:
What is the angle name and definition?
Where does the angle occur in the real-world? Give 2 examples.
How is the angle different from
the other 2 angles?
Draw a shape containing the angle. 8.
7.
Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
Have students describe the differences in right, obtuse, and acute angles while discussing the similarities and differences of where the angles naturally occur in the real world. Prompt them to use examples of angles that can exist within the classroom.
Provide student-friendly magazines for students to identify and circle angles. Have students guestimate the degree measurement of the circled angle.
Pair students in groups of mixed ability so they can provide insight and explanations to students beginning to understand angles.
EL:
Allow students to draw pictures on their flashcards to represent the angles. Encourage students to use their flashcards when completing activities.
Allow students to use their home language in small group discussions when completing the activity.
Use modeling, rephrasing, repetition.
Reduce the linguistic load when describing angles.
Provide sentence frames to students to use when describing angles.
Students with Other Special Needs:
Allow students to draw pictures on their flashcards to represent the angles. Encourage students to use their flashcards when completing activities.
Use modeling, rephrasing, repetition.
Reduce the linguistic load when describing angles.
Provide sentence frames to students to use when describing angles.
Provide breaks when needed.
Read questions aloud.
Accommodate all 504 and IEPs. Assessment
Formative
Describe how you will monitor, support, and extend student thinking.
Students will show their understanding of different angles by completing a checklist of questions describing a “right”, “obtuse” or “acute” angle. Students will choose an angle and provide a definition of the angle they chose, give 2 real world examples of where the angles occur, and explain how the angle they chose is different from the other 2 angles discussed in class. Students will draw a shape containing their chosen angle. Students will answer the following questions:
What is the angle name and definition?
Where does the angle occur in the real-world? Give 2 examples.
How is the angle different from the other 2 angles?
Draw a shape containing the angle. Summative
(Quizzes, Tests, products)
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Students will be given a short quiz to assess their knowledge of this lesson’s content. The quiz will consist of 10 images of triangles. Students will analyze the internal angles of the triangle to sort the triangles based on its properties. Students will be proficient if they score no less than 80%. Students that score below 80% will be given additional review and retested. Students that score less than 60% will cover the lesson content again in a compressed form and retested.
B. Explain how the lesson plan from part A could be modified to be a cross-disciplinary lesson. Include modifications to each of the following in your explanation:
● instruction
● skills
● content
a.
The teacher will work closely with the PE teacher to incorporate the use angles in PE class. The PE teacher will have students play a game of “Around the World” that requires students to be placed by a basketball hoop and move around the basketball
hoop to shoot. The PE teacher will instruct the students to shout out whether the angle they are shooting from is an “obtuse angle” “right angle” or “acute angle.” b.
The modification to the instruction is the PE teacher will have the students use their prior knowledge of angles to identify which angle position they are in while shooting a basket.
c.
The modification to the skill is for students to travel around a basketball goal in angle formation to execute the target, which is making a basketball goal.
d.
The modification to the content is for students to practice their locomotor functions to make a basketball goal while incorporating their prior knowledge of angles.
1.
Explain how the modified lesson from part B aligns to all
relevant standards. Include the associated alphanumeric code and full description for each
standard in your explanation.
a.
The cross disciplinary lesson aligns with the math lesson it requires students to know the definition and identify the different types of angles they are standing in
while shooting a basketball goal.
b.
This lesson aligns with the PE standard because students will be required to travel around the basketball goal to make their basketball goal while identifying the angle they are shooting from.
c.
5.G.B.4
: Classify two-dimensional figures in a hierarchy based on properties. d.
S1.E1.5c:
Combines traveling with manipulative skills for execution to a target (e.g., scoring in soccer, hockey and basketball).
2.
Explain how your modifications to the plan’s instruction, skills, and content would increase the relevance of the lesson and impact student engagement and motivation in the lesson.
a.
The modifications made to the lesson plan’s instruction would include content previously learned in math class. Students would be able to showcase their skills and prior knowledge while using repetition to master the math content. The aim is to create life-long learners out of students to ensure they understand how angles play an important role outside of mathematics. b.
The modifications on instructions would increase relevance and engagement because this game is a hands-on way for students to interact with and showcase their knowledge of different angles.
c.
The modifications on skills would increase relevance and engagement because students will be using repetition of their prior knowledge to master the math content while using movement to make the basketball goal. d.
The modifications on content would increase relevance and engagement because students will be able to apply their knowledge of angles to real-world content, like making a basketball goal is easier at a right angle than an obtuse or acute angle.