Geometry is important in engineering science and mathematics. In order for students with prospects in such fields to have a better understanding of their career content, a solid background is needed in mathematical modules and units such as geometry. In this subject, the fundamental skills and techniques include the identification of angles and their evaluation. The main objective of this lesson is to enable students to recognize angles based on standard shapes such as triangles and squares and measure them. It will also enable help the students perform simple calculations involving whole-numbered angles in degrees as it is the most common method form of representation. After the lesson, students will be tasked with the identification of angles in various objects found in the environment, such as tree branches, scissors, and levers among others.
Classroom and student factors:
The class has thirty students. Out of this population, four are English language learners, four have learning disabilities, six have tier 2 and 3 RTI classifications for mathematics, and six are of tier 2 and 3 for reading. Some of the students are a year or two below the grade level for reading and mathematics. One student has a hearing aid. These are factors that should be considered while conducting any lesson. Since this is a mathematics lesson, the appropriate accommodation method to use in assisting the students understand well is the allocation of more time for the students who are a grade or two behind the class level. The teacher will have to write more on the board to provide visual assistance for those with learning disabilities and the student with the hearing problem to catch up with the rest of the class.
National / State Learning Standards:
Grade 3-5: CCSS.MATH.CONTENT.5.G.B.3.
Specific learning target(s) / objectives:
Students will be able to identify angles based on common shapes and measure other kinds of angles. They will also be able to perform simple calculations based on angles.
Teaching notes:
This lesson is lays the ground for the geometry unit. It is important that students understand the lesson well.
Agenda:
(1) The teacher will show students various objects having common angles, such as those with shapes of squares, triangles, and circles. (2) The teacher will help the students to identify each of the angles in these objects and teach the fundamentals of angles in the lesson involving identification and measurement. (3) The teacher will ask the students to name various objects within their environments along with their associated angles.
Formative assessment:
At the end of the lesson, the teacher will give homework to enable students dedicate personal time and research for better understanding. The quiz will be collected and assessed in the next lesson in which a revision shall be conducted.
Academic Language:
Key vocabulary:
Acute, obtuse, right, and straight angles.
Function:
The lesson is meant to prepare students for future lessons in geometry. The vocabulary is consistent throughout the unit, and forms the base for all shapes and measurements of objects in geometry. Students will demonstrate understanding by correct identification of angles in objects within their environments.
Form:
The lesson shall begin with the identification of common shapes in the environment. The teacher will then explain the vocabulary and associate them with the shapes.
Instructional Materials, Equipment and Technology:
This is an introductory lesson that requires maximum teacher-student time. Therefore, only physical aids that are drawn from the students’ environment will be used in demonstrations.
Grouping:
Students with learning disabilities and those whose capability is below the grade threshold will be given more time and assistance in the classroom. Additional time will be allocated based on need and desire of the students outside of the class duration. More visual aids drawn from the environment will be used to help the students understand well.
II. Instruction
A. Opening
Prior knowledge connection:
This lesson connects with the students’ prior interaction with shapes and patterns in the previous classes.
Anticipatory set:
The lesson is important as it provides a basic foundation of solid geometry, which is important in engineering, science and mathematics at the advanced academic stages.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Students Do
Differentiation
i. The teacher will show students objects drawn from the environment and help them identify the angles
ii. The teacher will explain the key words and their relation to the common shapes.
iii. The teacher will draw the angles in various objects and ask the students to identify the object and associated angles.
iv. The teacher will give check students’ books at random to ensure that the students understand the concepts.
v. The teacher will give an assignment to be evaluated in the next lesson.
i. The students will identify objects that look similar to the ones the teacher shows during the lesson.
ii. The students shall take notes of the terminologies and their meanings.
iii. They shall copy the angles drawn on the board into their notebooks and label the angles appropriately.
iv. The students who have a problem identifying the angles will have the opportunity to ask for help from the teacher and their colleagues.
v. The students will take note of the assignment and work on it at home to be submitted in the next lesson.
i. The teacher will use commonly identifiable objects in order to help students with learning disabilities and those who are slow to relate to the subject.
ii. The teacher will dictate relevant points for all students to take for later reference.
iii. The teacher will draw shapes and ask students to identify at random, including those with known disabilities and others in need of accommodation.
iv. The teacher will concentrate on the students who require various kinds of accommodations and give them enough time to finish their work.
v. The teacher will give additional material to students to help them understand the topic before beginning the assignments.
Activities for students who finish early
i. Refer to textbook exercises
ii. Assist classmates who find it difficult to understand.
III. ASSESSMENT
Summative Assessment:
A summative test is vital for the understanding of the subject matter. In order to assess the progress of the students, an assignment for each lesson is provided. A summative test is provided at the end of this lesson plan along with its answer key.
Differentiation:
The summative test was set with students of different abilities in mind. All students should be treated to the same academic standards in order to give a better chance at progressing in advanced levels. The summative test is given as homework in order to provide maximum time for students of all needs. They are allowed to use any reference material while handling the assignment.
Closure:
The lesson will be conducted in the most collaborative manner possible. Engaging students and the use of positive reinforcement in class ensures that all students are active and attentive. This trend also encourages and challenges them to compete with the rest of the students, thus increasing their self-esteem.
Homework:
Homework is appropriate for all students. It enables the fast learners to solidify their grasp of the concepts in the topic while providing enough practice time for slow students or those who require accommodations to formulate their understanding of the subject matter. For both groups of students, any issues may be raised with the teacher in the next lesson or privately for additional assistance. Therefore, homework is vital for any successful lesson.
Homework/Summative Test
1. Identify the following objects along with all their corresponding angles.
2. List and draw objects within your homestead that have the acute, obtuse, and right angles.
3. Add the following angles and use a protractor to draw the outcome.
a. 19o
+ 10o
b. 20o
+ 25o
c. 25o
+ 35o
d. 49o
+ 41o
e. 60o
+ 75o
4. Identify the angles of the sums in 3 above.
5. Draw the following shapes and identify the angles in them:
a. Square
b. Parallelogram
c. Triangle
d. Trapezium
Answer Key
1. Identify Objects
a. Scissors: acute angle (<45o), obtuse angle (>90o but < 180o)
b. Tire: Circle, 360o
c. Tree branches: acute (<45o)
2. Objects at home: Teacher will evaluate the answers of each student for appropriate matching in angles.
3. Addition of Angles
a. 19o
+ 10o=29o
b. 20o
+ 25o=45o
c. 25o
+ 35o=60o
d. 49o
+ 41o=90o
e. 60o
+ 75o=135o
(Comment: Teacher will verify the answers of each student during assessment)
4. Angles in 3 above
a. Acute angle
b. Acute angle
c. Acute angle
d. Right angle
e. Obtuse angle
5. Angles in shapes
a. Right angles
b. Acute and obtuse angles
c. Acute angles
d. Right and acute angles
(Comment: Teacher will verify the shapes of every student during assessment)
