Dakota State University

College of Education
LESSON PLAN FORMAT

Name: ​Amanda Nelson

Grade Level: ​5th Grade
School: ​Garretson Elementary
Date: ​April 16, 2018
Time: ​11:45am - 12:45pm

Reflection from prior lesson:

For the past two weeks, students have been taking their Smarter Balanced Tests;
therefore, they have not been engaged in regularly scheduled math lessons. However,
students have been sharpening up concepts such as finding the product of fractions and
whole numbers and dividing decimals in preparation for the Math portion of the Smarter
Balanced Test. They completed various activities such as multiplication of fraction task
cards and decimal color-by-number worksheets. Students did great reviewing these
concepts and felt comfortable with those questions during the Smarter Balanced Test. It
was observed that there were questions regarding the classification of triangles on the
Smarter Balanced test. Students will be able to make that connection to today’s lesson.

Lesson Goal(s) / Standards:

CCSS.MATH.CONTENT.5.G.B.3​ - Understand th​at attributes belonging to a category
of two-dimensional figures also belong to all subcategories of that category. For
example, all rectangles have four right angles and squares are rectangles, so all
squares have four right angles.

CCSS.MATH.PRACTICE.MP3​ - ​Construct viable arguments and critique the reasoning

of others.

CCSS.MATH.PRACTICE.MP6​ - Attend to precision.

CCSS.MATH.PRACTICE.MP7​ - Look for and make use of structure.

Integrated Standard​:
CCSS.ELA-LITERACY.SL.5.1​ - Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5
topics and texts, building on others' ideas and expressing their own clearly.
Lesson Objectives:
When shown multiple types of triangles, students will be able to correctly identify and
classify triangles according to the length of their sides and the measures of their angles
with 95% accuracy.

During class discussion, students will be able to verbally identify and justify their
reasoning for classifying triangles as acute, obtuse, or right, and equilateral, isosceles,
or scalene with 95% accuracy.

Materials Needed:
Teacher Needs:
● Triangles 15-2 Reteaching/Practice Worksheet (19 copies - 1 per student)
● Types of Triangles Foldable (19 - 1 per student)
● Quizizz Polygon Quiz
● Google Slides with a variety of real-world triangle images
● Smart Board/Projector
Student Needs:
● Math Notebooks
● Pencil
● Scissors
● Glue

Contextual Factors/ Learner Characteristics:

There are 21 students in this class - 11 boys and 10 girls. Their Math lesson
begins right after lunch and recess; therefore, students need to refocus when they come
back to the classroom. Students have well-established routines and generally know
what to prepare for. They are currently arranged in pods for “pod wars” to encourage
positive behaviors - pods lose “apples” for poor behavior (i.e., not following instruction,
talking out of turn, touching/talking to their neighbor, etc.); the lowest score wins a prize
at the end of the week. This seems to be working well in the classroom. There are two
students who are pulled-out for Math and work with the special education teacher during
this time. One other student is currently on an IEP for math, four students are in Title I,
and one student is on a BIP. Students do very well working individually but enjoy the
opportunities they have working in groups. This fifth-grade class shares iPads with the
other fifth-grade section and two fourth grade sections; therefore, iPads must be
reserved ahead of time if needed.
A. The Lesson

1. Introduction​ (​15 minutes​)

Pre-Lesson Review
● Before the lesson, students will play a whole class Quizizz game to access their
prior knowledge of polygons, angles, and parallel lines.
○ Say, “Because you have been taking your Smarter Balanced Tests, I
wanted to start our new Math unit with a fun activity that will bring us into
today’s lesson. Who can tell me what a polygon is?” [Possible answers:
shapes, a shape that has at least three closed sides​]. “Right, can you
name a few polygons? [Possible answers: ​octagon, pentagon, square,
etc.​]. Excellent! We are going to play a quick game to help us review
polygons and then we will dive into today’s lesson.”
● Split students into two different groups and have them create two lines, one on
each side of the pods. (The four pods will be split into two groups).
● Project the Quizizz game on the board and explain the rules.
○ Explain to students that the first two students in each line will read the
question prompted on the board and will race to answer the question by
tapping on the correct answer. The first person to tap the board (and get
the answer correct) gives their team a point. There are 30 questions so
each student will be able to answer the participate.
● When the game is finished say, “That was awesome! Head back to your seats
and prepare yourself for Math. You should have your textbook on your desk and
silently wait for my direction.”

● Getting attention/creating a need to know

○ Minimize the Quizizz game and show students a variety of real-life triangle
images on the Smart Board (​clothes hanger, road signs, the roofline of a
house, bridge structure, mountain peak, etc.)
○ Tell students, “I’m going to show you a series of pictures. What do you
notice about these? Do they have anything in common?” [Potential replies:
“They are all outdoors.” Or, “They are all triangles.”​]
○ “That’s right! These are all triangles. But, do you notice anything different
about them? [Potential reply: ​“They are all different sizes or types?”]
○ “How can you tell that are different sizes or types? [Potential reply: ​“Some
sides are longer than others.”
 ○ “Yes, there are many different types of triangles, and they are found all
around us. If you look around the room, can you see any other triangles?”
Have students look around the room to identify and discuss their findings.
● Relating to past experience and/or knowledge​ - “From the game we just
played, we know that a triangle is a polygon. What other kinds of polygons
are there? [​“Quadrilateral; pentagon; hexagon; octagon”​]
○ “Great! Using your arms, show me what a 90-degree angle looks like?
How about an obtuse angle? And an acute angle?”
■ Have students demonstrate the different kinds of angles by getting
up and moving their arms to the necessary positions. This will help
students relate to previous knowledge of polygons and will help in
the classification of triangles for this lesson.
● Sharing objective, in general terms
○ “Today we are going to use what we know about polygons while we learn
how to classify types of triangles by looking at the lengths of their sides
and the measures of their angles. So, make sure you keep those angles in
mind.”

2. Content Delivery​ (​40 minutes​)

Part One: Discussion (25 minutes)

● Have paper passer pass out ​Types of Triangles Foldable ​to each student.
Explain and model that they will cut it out (following the lines) and glue it into their
Math notebook. Show them a pre-made example.
● Project the ​Types of Triangles Foldable​ and model filling in the definitions of each
triangle type. Go through the definitions using the following bullets until their
foldable is complete. (This will be a resource they keep for future reference.)
● On the Smart Board, next to each vocabulary word, draw and label an
equilateral, an isosceles, and a scalene triangle according to their lengths.
● Say, “You can classify a triangle by the lengths of its sides. An ​equilateral triangle
has all sides the same length. An ​isosceles triangle ​has only two sides that are
the same length. And, a ​scalene triangle​ has no sides that are the same length.”
(Model to students how each triangle is identified based on their sides and give
definitions for each classification. Instruct students to write the definitions under
the correct tabs.)
● Next, draw and label a right, acute, and obtuse triangles beside their names.
● Say, “You can also classify a triangle by the measure of its angles.” Ask students
to demonstrate a right angle again with their arms. “If your arms are at
90-degrees, which triangle do you think is the ​right triangle​.” [Most students will
identify the correct triangle. If not, redirect and explain.]
● Continue to go through each triangle by identifying them by their measures. “An
acute triangle has 3 acute angles (less than 90°). And, an obtuse triangle has
one obtuse angle (greater than 90°).” (Again, instruct students to write the
definitions under the correct tabs.)
● Say, “So, we can identify triangles by the length of their sides and the measures
of their angles.”

● Have students open to page 348 in their enVision Math textbooks. Call on a
student to read under the “How Do You Classify Triangles” heading.
○ “​Triangles are polygons with 3 sides and 3 vertices. The sum of the
measures of the three angles of a triangle is 180°. What type of triangle is
shown?”
● Read the steps to the students:
○ “Step one: Look at the angles. What do you notice?”
[Potential responses: ​“They are all different;” “They are all less than 90°.”]
○ “I know that I can classify triangles based on their angles and their sides,
right?”
○ Point back at our classifications on the board and say, “So, if we look back
at what we know about triangles’ angles, we can see that because there
are no right angles and they are not obtuse, by definition, we can identify
this triangle as an acute triangle.”
○ Step two: Repeat the same step to classify using sides. Say, “Because all
of the angles are different, all of the sides are different too. So, this
triangle is a scalene triangle.”
● Ask students to complete question number one of their textbook with their pods.
○ “You guys are going to work together with your pods to come up with a
classification for the triangle in question number 1. Remember to identify
the triangle using the type of angles and the measures of the sides.”
○ Informal Assessment​: Observe and listen to students discussing their
reasons for why they are classifying the triangle. Listen for phrases such
as, “I know this is an equilateral triangle because each side has the same
length,” and “This triangle is acute because all of the angles are less than
90​°.​”
● Call on one person from each pod to have them discuss their reasons for their
classification. Ask other pods if they agree or disagree, and why.

● Have the paper passer hand out the 15-2 Reteaching Worksheet while projecting
it on the board.
● Together, go through each problem and model how to classify triangles.
○ “First, we are going to classify each triangle by its sides and then by its
angles. Let’s start with sides. What measurements do you see?”​ [8cm,
8cm, and 14cm]. ​“Okay, so we have two equal sides and one side that is
larger than both. Looking back at your notes, how would we classify this
triangle? Right, an isosceles triangle because it has two sides the same
length.”
 ○ Now, let’s look at the angles. What do you see?” ​[26°, 128°, and 26°]
Okay, so I see one angle that is greater than 90°. That means this triangle
must be obtuse. Do you agree?”
○ Continue to answer questions 2-6 with students on the 5-2 Reteaching
Worksheet.

Part Two: Activity (15 minutes)

● Instruct the students to flip their Reteaching Worksheet over to reveal the 5-2
Practice Worksheet. Tell students, “You are going to work on the 5-2 Practice
Worksheet independently. This is a silent activity, but if you have a question you
may raise your hand and I will help you. Make sure you use your foldable that we
made to help you classify your triangles.”
● Students will complete questions 1-9 on the practice worksheet individually.
● Students will be using their vocabulary foldable we created to help them
complete the assignment.
● Students will be answering questions and story problems to apply the concept of
triangle classification.
○ Examples:
■ Classify each triangle by its sides and then by its angles.
■ Given the measures of the angles of a triangle, classify the triangle
by its angles.
■ “Judy bought a new tent for a camping trip. Look at the side of the
tent with the opening to classify the triangle by its sides and its
angles.”
■ “The lengths of two sides of a triangle are 15in. each. The third side
measures 10in. What type of triangle is this? Explain your answer
using geometric terms.”

3. Closure (5 minutes)
● To close, I will quickly review how we classified triangles using angles and
lengths of their sides. Say, “Today we learned how to classify types of triangles
by looking at the lengths of their sides and the measures of their angles. We. . .
(go through the key points by asking students to recall what they’ve learned).”
Key Points
○ We defined each type of triangle by its angles:
■ Right Triangles have one angle that is a right angle, or 90°.
■ Acute Triangles have all angles that are acute angles, or less than
90°.
■ Obtuse Triangles have one angle that is greater than 90°
○ We defined each type of triangle by its sides:
■ Equilateral triangles have all sides that are the same length.
■ Isosceles triangles have only two sides that are the same length.
■ Scalene triangles have no sides that are the same length. In other
words, they are all different lengths.
○ Also, remind students that the sum of angles in a triangle is always 180°.
 ● If students are not finished with their 15-2 Practice worksheet, they will work on it
during free time during throughout the day or complete it at home.
B. Assessments Used

Informal:
- Observations during discussion: ​Did the students understand how to classify
triangles based on their sides? Did the students understand how to classify
triangles based on their angles? Did students use the phrases such as, “I know
this triangle is a___ because the angles are ____.” Did students understand the
definitions of each type of triangle?
- Observations during activity/guided practice: ​Are students using their
vocabulary foldable for their activity? Do students understand how to carry out
story problems in regards to classifying triangles? Are students classifying
triangles correctly?

Formal:
- Worksheet/Homework: ​Questions 1-9 on the 15-2 Practice worksheet.
Assessment goal is for students to answer questions with 95% accuracy.

C. Differentiated Instruction
● Remediation​ - During the activity, I will conference briefly with each student to
check their understanding. For my student who is on an IEP for Math, I will spend
more time conferencing with her one-on-one. If she seems to be struggling with
the new concept, I will modify her assignment by having her complete the even
numbers (2, 4, 6, and 8).
● Enrichment​ - For my students who understand the content and complete their
activity early, I will present them with challenge questions:
○ Is it possible to draw the triangles described? Answer ​possible ​or
impossible. ​Explain.
■ “An equilateral triangle with sides measuring 8cm, 9cm, and 10
cm?” ​[Answer: Impossible; The sides of an equilateral triangle have
to have the same size lengths.]
■ “A scalene triangle with sides measuring 7in., 7in., and 8in.”
[Impossible; Two of the sides are the same, but a scalene triangle
has all different lengths.
 ■ “An acute triangle with angles measuring 45°, 62°, and 58°.
[Possible; All of the angles are less than 90° making it an acute
triangle.]
○ When students finish with their challenge questions, they can help teach
other students who are struggling.

D. Resources
● enVision Math Common Core from Pearson Realize - 5th Grade: Lesson 5-2
● Types of Triangles Foldable
● Quizizz Game ​- Code: 000057