Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Sarah Strikwerda

Date 11-9-16
Subject/ Topic/ Theme: Math/Triangles and Angles/Transversals and Parallel lines Vocabulary

Grade 8

I. Objectives
How does this lesson connect to the unit plan?
This lesson gives students an understanding of the terminology that we will continue to use. It also allows students to discover patterns about angle structures, which
students will continue to use.
cognitiveR U Ap An E C*

Learners will be able to:

Label angles using the correct terminology (interior, exterior, alternate, same-side, corresponding)
Check to see if partner correctly understands the types of angles and politely correct them if necessary.
Identify types of angles with their feet
Recall the names after looking at different angles during a memory game

physical
sociodevelopment emotional

Remember
and Apply
Analyze
Apply
Remember

X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.7.G.B.5
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle
in a figure.
Workingtowards:CCSS.MATH.CONTENT.8.G.A.5
Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity of triangles.
Working towards: CCSS.MATH.CONTENT.HSG.CO.C.9
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are
congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students need to have a basic understanding of what an angle is along with what 90 degrees and 180
degrees looks like. Students should know what supplementary angles are.
Pre-assessment (for learning): I will make two parallel lines with tape on my table and the elmo will project that
onto the screen. I will ask the students to tell me where in the real-world they have seen lines like this and what
these kinds of lines are called.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): I will ask students to locate angles with their feet that are on the same-side,
corresponding, alternate side, interior, exterior. Their partner will check to make sure they are putting their feet in
the right section. I will also be walking around to correct those who are not placing their feet in the correct
placements.
Formative (as learning): Students will label angles on their notes sheet.
Summative (of learning):

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

The tape on the feet and discussion

accompanying that is one way to
perceive. The organized notes sheet
is another, and the matching cards
is an additional way.

Students will use their feet to point

to different angles. This will
happen in rhythm during dance
dance transversals
They will also be actively coloring
their notes sheet.

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Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Dance dance transversals will
recruit interest for some. Others
might have their interest recruited
just by being on their feet looking
at the angles on the floor. Some
people might have their interest
recruited by discussing things with
their neighbors during the
matching activity.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

The mathematical language will

be connected to our taped out
angle grids and to angle
formations on the notes sheet.
Students will practice using the
vocabulary words during the
matching game.

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for expression and

communication- increase medium
of expression

Students can express their

answers by communicating
where they place their feet in
the tape formation. Students can
also express their opinions if
they dont agree with their
partners actions. Students also
will communicate what they
know if the pre assessment and
on the notes sheet that they will
fill out.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students can check their

understanding when we color
the notes sheet. They can also
check their understanding
during the matching activity.
Masking tape angle structures taped onto floor before the students arrive, notes worksheets, paper and
pencil for the pre assessment, Video for dance dance transversals
(https://drive.google.com/drive/folders/0BwZuVW6X4o54WmtqWVVmZ0JUYXM)
Matching cards

The room is set up in clusters, so the students can easily ask each other questions if need be. However,
no one has his or her back towards the front, so that when instruction is happening up front everyone
can easily engage. The room has two person tables, so partners are easily established. Tape is right by
each desk and can be used when the chairs are pushed in.

III. The Plan

Time
0-5

Components
Motivation
(opening/
introduction/
engagement)

5-15

15-20

20-25
25-33

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Pre-assessment: Ask students to write down everything they
know about the angle formation taped on the floor by them. Tell
them to think about if they have seen anything like this before.
Tell them to think about if they have heard of any vocabulary
related to the formation.

Listening to questions
Writing down their answers

Have students look point out two exterior angles. Then, two
interior angles. Then, two angles on the same side. Then, two
angles on different sides/alternate sides. Then, corresponding.
(For each of these students will guess, and then I will show them
the correct answers)

Pointing out the correct angle pairs with their feet. Their partner
will check where they are placing their feet, and they will talk
about if they agree or not.

Next, students will find: the angles from the dance dance
transversals activity (alternate exterior, alternate interior,
corresponding, same side interior)
Play two dance dance transversals videos.
I will instruct students to work on the notes sheet, and walk
around the room to clear up any questions.

Pointing out where the correct answers are, and checking their
answers. They will also check their partners answers.
Students will move their feet to the appropriate positions in time
with the music.
Students will label all of the angles on a notes sheet that has two
diagrams. They will color interior angles yellow, exterior angles
blue, they will circle the angles on one side of the transversal
and box the angles on the other side. Then they will star two
corresponding angles. They will complete all of the these steps
on both diagrams.

33-45

Closure
(conclusion,
culmination,
wrap-up)

Instruct students to find all the matching cards with their partner
in their set. Line them up next to each other. The matching cards
will have the same words and show angles that fit the definition
of the words. If I see a mistake, I will tell them something is
wrong, but I will not tell them which pair is wrong.

Work on matching angles with partner. If I tell them a pair is

wrong, they will have to think through which one could be
wrong with their neighbor.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson went really well. The students were engaged, and were able to do the matching activity well. I thought all of the
new vocab would be challenging to cover in one day. However, the only difficult vocab word was corresponding. We will
continue to work on this one, but I think the students are ready to move on after this lesson.

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