Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Jaime Sichmeller

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/12/18
Time: 10:00-11:00
Lesson 4 out of 9
Measuring Angles

Reflection from prior lesson:

The anchor chart really helped the students to be able to put their ideas with a visual. Spending
time on going through exactly what each line looked like and its characteristics helped the
students to visualize what they were learning about. Also this is something they remembered
quite well from third grade so most students picked up on it very quickly. I decided to include
parallel, perpendicular, and intersecting lines on the anchor chart as well. This allows the
students to have that visual that they can refer back to. I think breaking them into small groups
will allow me time to see how each individual student is doing. However, as a class they seem to
be doing well.

Lesson Goal(s) / Standards: 4.MD.6 MEASURE ANGLES IN WHOLE-NUMBER DEGREES USING A

PROTRACTOR.

Lesson Objectives:

After going over a brief lesson, students will be able to correctly identify the parts of a
protractor.

After being showed examples, students will be able to use a protractor to correctly measure the
angle.

After figuring out the angle, students will correctly identify what type of angle their
measurement is (right, acute, obtuse, or straight).

Materials Needed: Angles Anchor Chart, whiteboard, expo markers, and worksheet 113, and
Math workbook 903-904, protractors.

Contextual Factors/ Learner Characteristics: Students are a very active class, lots of movement
required to keep them engaged. Four students go get help with their assignments from Mrs.
(Ms.?) Maynard. There are many different levels of learners in the classroom and each group of
students work at different paces as well as know different amounts of information. Redirection is
key as well as giving them specific direction *making sure that they are all paying attention to
direction before it is given.
A. The Lesson

1. Introduction (3-5 minutes)

● Getting attention: Angles review.
● Relating to past experience and/or knowledge: We talked about how angles are
measured in degrees.
● Creating a need to know: Talking about how to measure angles.
● Sharing objective, in general terms: Students will use a protractor to measure
different angles.

2. Content Delivery (include time allotment & instructional methodologies)

a. As a class we will begin taking a look at the anchor chart to review:
i. Acute: Less than 90 degrees.
1. “It’s so little and cute”
ii. Right: 90 degree angle.
1. Perp(indicular) has the RIGHT to remain silent
iii. Obtuse: angle between 90 degrees and 180 degrees
1. “Hang loose”
iv. Straight: 180 degree angle
1. Flat, or laying down straight.
b. Talk about vocab:
i. Vertex: the endpoint where two rays meet.
ii. Angle: Distance between two rays.
iii. Degree: Way we measure angles.
iv. Protractor: tool to measure angles.
c. How to use a Protractor
i. Place center of protractor at vertex, line is straight with ray.
ii. Line up one ray of the angle with the zero of the protractor.
iii. Measure the angle by finding the mark that aligns with the second ray.
iv. Keep zero on the left side of your protractor.
d. Most of our practice will be at stations.

3. Break into Stations: These will be done later in the afternoon.

a. Station 1 (Teacher Feature): Protractor worksheet.

b. Station 2 (Workbook Nook) Workbook page: 903-904
c. Station 3: Students will work to complete their AM. If they are done they can finish
their worksheets or read AR.
d. Students will be working on Ten Marks assignments assigned to them previously. If
they finish they may JAM.

B. Assessments Used- Vocal vocab quiz, 1-4 scale, worksheet 113, Workbook page 903-904