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Learning Experience Plan (Similarities and Differences)

Subject: Grade 7 Math Grade level: 7

Unit: Geometry Length of LEP ( days/periods/minutes): 25


minutes

Topic: Different Types of Angles Teacher: Ms. Salvatore

Content Standards: Solve real life and mathematical problems involving


angle measure, area, surface area, and volume.

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 figure.
Literacy Standards: Produce clear and coherent writing in which the development,
organization, ands style are appropriate to task, purpose, and audience. (Through
activating prior knowledge and the exit ticket)

Learning Experience Outcomes Learning Experience Assessments


(knowledge/skills)

Students will be able to identify the Do Now


different types of angles in order to Worksheet
obtain the angle measures without Exit Slip
a protractor.

Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching (ELLs) On-level Beyond

Visual Representations Students should be able The option to go ahead and


to work together with complete problems that are
other students to more challenging that we
complete Worksheet 1. did not have time to
complete in class.

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

Through going over the vocabulary of the unit, this brings English Language
Arts into this lesson. This is teaching students how to use the meaning of
words to help them to solve for the measure of an angle.

Material Procedures/Strategies
s

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-Pencil Day 1 (add additional days as needed)

-Different Sponge Activity (activity that will be done as students enter the room to get them into the
color mindset of the concept to be learned)
expo
markers Five angles will be drawn on the board. For the do now, students are to
name the type these angles are based on their prior knowledge
- (obtuse, acute, or right). This is to activate students prior knowledge
Classwor on angles and get them thinking about what they already know about
k angles.
Workshe
et Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)

-Exit 1. What does it mean for an angle to acute (what rules must we follow)?
Ticket 2. What about obtuse and right?

Activating Prior Knowledge (what information will be shared with/among students to


connect to prior knowledge/experience)

Students will be given time to write their response to the anticipatory


set questions down and then as a whole we will go over the answers.
These two questions will get students activating what prior knowledge
they have on angles.

Direct Instruction (input, modeling, check for understanding)

1. Input: Define vocabulary of


the new types of angles (this will be a Powerpoint presentation):

-Supplementary, complementary, vertical, adjacent, alternate interior

-Draw pictures on the board to represent an example of each type of


angle (labeling everything clearly with different colors)

-We will do the first two examples together on Worksheet 1

Guided Practice (how students will demonstrate their grasp of new learning)

-Students will finish Worksheet 1 in which they will have to get the
measure of angles without protractors based on the new types of
angles we just went over. Students will talk with the people at their
table to help them figure out the correct solutions. Then someone from
each group will come up and put one of their answers on the board.

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This is a teacher directed task because students are all given the same
angles in which they are to solve for the measure of. Because these
types of angles are new to students it is better to have a teacher
directed task.

Independent Practice (what students will do to reinforce learning of the lesson)

As a class we will compare the types of angles learned today along with
the types students already knew to make sure all students are
understanding the differences between the new types of angles that
they learned in this lesson. (Visual Representations)

The terms alternate interior and vertical should all go in the circle below
with the title Angles that have the same measure.

Similarly another circle will be labeled angles that do have the same
measure. In this circle should go supplementary, adjacent, and
complementary

We will then also review from the do now the three types of angles that
students priorly knew and the rules that go along with each of those.

Right: Angle must be equal to 90 degrees.

Obtuse: Angles must be greater than 90 degrees.

Acute: Angle must be less than 90 degrees.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate


close)

Students will then complete the Exit Ticket which if they finish can hand
in on the way out of class. I will be looking it over and giving it back to
them with feedback for the following day.

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References: (e.g. Book, course packet, pg #, complete web address URL)

https://www.mathworksheets4kids.com/angles/transversal/alternate-sameside-
easy1.pdf

http://www.commoncoresheets.com/Math/Angles/Finding%20Complementary
%20and%20Supplementary%20Angles/English/3.pdf

Name:

Date:

Exit Ticket

Directions: Please fill in the blanks independently and hand in at the end of class.

1) The complementary angle of 65 degrees is __________.

2) The supplementary angle of 110 degrees is __________.

3) If an angle is 50 degrees, what would the vertical angle to that angle be equal to?

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