Calvin College Lesson Planning Form

Teachers: Holland and Gabrielle Date: April 23, 2018 Subject/ Topic/ Theme: Identifying angles in
figures

I. Objectives

What is the main focus of this lesson?

Students will review and practice using angle vocabulary when looking at shapes.

How does this lesson tie in to a unit plan? (If applicable.)

This lesson introduces finding types of angles in shapes.

What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national
or state standards. If an objective applies to only certain students write the name(s) of the student(s) to
whom it applies.

SWBAT…
● Recognize the different types of angles (right, obtuse, acute) and label them in shapes.
● Create polygons with specified combinations of angle types.

CCSS.MATH.CONTENT.4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.
Identify these in two-dimensional figures.

CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the
presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right
triangles.

II. Before you start

Prerequisite knowledge and ● Angle vocabulary: acute, obtuse, right

skills. ● Definition of a polygon and types of shapes and their names

Assessment ● Formative (for learning): informal discussion on types of angles

(formative and summative) ● Formative (as learning): Stretchy Bands Activity Worksheet
● Summative (informal): concluding discussion about the activity
 Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION
Multiple Means of Representation
Options for Perception
Options for Language/Symbols
Reviewing important vocabulary and
having it written plus a visual on the
board for reference.
Options for Comprehension
Materials-what materials
(books, handouts, etc) do you
need for this lesson and do
you have them?
Do you need to set up your
classroom in any special way
for this lesson? If so, describe
it.
III. The Plan
STRATEGIC AFFECTIVE
Multiple Means of Expression Multiple Means of Engagement
(Action)
Options for action/interaction Options for recruiting interest
Students create their own shapes,
which maximizes individual
choice.
Options for Expression Options for Sustaining Effort &
Multiple ways to express learning: Persistence
creating shapes with stretchy Small group and large group work
bands, drawing shapes, labeling fosters collaboration. There are
angles, and talking about it with also multiple entry and exit points.
small groups and large group.
Options for Executive Function Options for Self Regulation
A scaffolding worksheet is provided
for the stretchy bands activity
which helps monitor progress and
manage information.
● Name Cards
● Board
● Stretchy Bands (one for each group)
● Worksheet
Enough space for groups of 3 to work with stretchy bands. May have to move
desks.
 The description of (script for) the lesson, wherein you describe teacher activities
and student activities

Ti Parts
m
e
Motivation ● Introduce ourselves and have students create name cards and place on
(Opening/ desks.
Introduction/ ● Give expectations:
Engagement) ○ In large group, raise your hand if you want to say something
○ When working in partners and small groups, you will have time to
talk, but keep it to a reasonable volume. (Not screaming)
8-10 ○ We want to hear everybody’s ideas and we want everybody to
min contribute!
● Gabrielle: Review vocabulary: Ask students if they remember these words.
If yes, have them explain what each is and give examples. Write each word
on the board and draw an example.
○ Right angle - like the corner of a page
○ Acute angle - smaller than a right angle
○ Obtuse angle - bigger than a right angle
○ Polygon - a closed shape with all straight sides

25 Development ● Holland: Introduce the stretchy bands activity. Explain that they will be
min creating polygons using stretchy bands, but they will have to fit certain
requirements. Each shape you make will have to have special angles. For
each shape you will come up with, you will draw a picture of it on your
worksheet, write the name (if it has one), and label the types of angles in
your shape. Demonstrate using the bands at your feet to make shapes. Put
the students in groups of 3.
● Explain expectations for activity:
○ Keep them at your feet
○ No throwing the bands
○ Do not wrap them around yourself or another person
● Pass out the bands - one per group - and the worksheets.
● Have the students create shapes with bands that fit the requirements on
the worksheet
○ Draw the shape, write the name, and label the types of angles
● Teacher walks around and monitors groups. Make sure they are following
instructions. Remind them that there are multiple answers for many of the
problems. If a pair is stuck, tell them to move on to the next problem and
come back later. Early finishers can go back and try to find more answers.
12-15 Closure ● Holland: Come back together and have the groups share the shapes they
min found. Ask other students to do thumbs up/down if they agree/disagree
that the shape fits the requirements. Ask why or why not to a few students
each time.
● Gabrielle: We can identify angles, but what if we want to know exactly how
big they are? Connect measurements to the vocab from beginning. Write
the measurements next to the definitions on the board.
○ Right angle = 90 degrees
○ Acute = <90
○ Obtuse = >90
● Introduce protractor. We will be practicing using it next time!

Your reflection on the lesson including ideas for improvement for next time:7 questions page 49, 9am tuesday