Download 6.6A Plan21.Angles - Texarkana Independent School District

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
Teacher:
4th Six Weeks
PLAN CODE:
Tipton
Course/subject:
Mathematics
Grade(s):
6
Time allotted
for instruction:
1 – 1 ½ hours
Title:
Classify the Angles!
Lesson TOPIC:
Acute Angles
Obtuse Angles
Right Angles
Straight Angles
TAKS Objective:
Objective 3: The student will demonstrate an understanding of
geometry and spatial reasoning.
Objective 4: The student will demonstrate an understanding of the
concepts and uses of measurement.
(6) Geometry and spatial reasoning. The student uses geometric
vocabulary to describe angles, polygons, and circles. The student is
expected to:
(A) use angle measurements to classify angles as acute, obtuse, or
right
(8) Measurement. The student solves application problems involving
estimation and measurement of length, area, time, temperature,
capacity, weight, and angles. The student is expected to:
(C) measure angles
FoCUS TEKS and
Student Expectation:
Supporting TEKS and
Student Expectations:
Concepts
Acute Angles
Enduring Understandings/Generalizations/Principles
The student will understand that
An acute angle is an angle whose measure is greater than 0à and less than
90à.
Obtuse Angles
An obtuse angle is an angle whose measure is greater than 90à and less
than 180à.
A right angle is an angle whose measure is 90à.
Right Angles
A straight angle is an angle whose measure is 180à.
Straight Angles
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
I.
Sequence of Activities (Instructional Strategies)
A.
Focus/connections
After students are seated, ask the class if they remember what lines and rays are. Next have the class
identify different lines in the classroom, such as window sills, grout on floor tile, edge of a desk, etc. Use
these examples to lead into the definition of an angle as two connected rays.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active
learning experience, art, music, modeling, discussion, reading, listening, viewing,
etc.)
Tell the class that the lesson today deals with different types of angles. Draw a right angle on the board.
Inform the class that right angles are angles that measure 90à. Discuss how right angles are present in
many real life places like the corner of the room and the edge of a book. The next type of angle to
discuss is an acute angle. Draw an acute angle on the board. Explain that an angle is acute if its
measure is less than 90à. Draw an obtuse angle on the board. Explain that an obtuse angle has a
measure of more than 90à. Finally draw a straight angle. Discuss with the class that a straight angle has
a measure of 180à. Discuss that to find out the exact measurement of an angle, we utilize a protractor.
Demonstrate to the class how to use a protractor to measure angles.
C.
Guided activity or strategy
After the class has an understanding of how to measure and classify angles, hand each student a
protractor. If you do not have enough protractors for the class, the Protractor Worksheet may be utilized.
Next give each student an Angles Worksheet. Have each student measure the angle, record their
results, and classify the angle as obtuse, right, acute, or straight. Monitor as students work on guided
activity, answering questions as needed. After students have been given time to complete worksheet,
discuss the correct answers with the class.
D.
Accommodations/modifications
Students requiring modifications may work with a peer to complete the guided activity.
E.
Enrichment
Students requiring enrichment may reteach the lesson to a peer having difficulty with the lesson concept.
II.
STUDENT PERFORMANCE
A.
Description
Students will complete the Classify the Angles Worksheet individually.
iii.
B.
Accommodations/modifications
C.
Enrichment
Assessment of Activities
A.
Description
Individual student grades may be taken on the Classify the Angles Worksheet.
B.
Rubrics/grading criteria
Grades may be taken based on the Classify the Angles Worksheet Answer Key and Grading Rubric.
C.
Accommodations/modifications
Students requiring modifications may be graded only on the classification of the angle.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
IV.
D.
Enrichment
E.
Sample discussion questions
 Why is it important to know how to classify angles?
 What occupations do you think utilize the classification of angles?
TAKS Preparation
A.
Transition to TAKS context
The teacher will lead the students in a discussion of how angle classification problems may look in test
format by placing the TAKS questions below on the board/overhead.
B.
Sample TAKS questions
1.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
2.
V.
Key Vocabulary
Acute Angle, Obtuse Angle, Right Angle
VI.
Resources
A.
Textbook
Math Advantage ~ Middle School I
Chapter 8: Geometric Figures
 Angles, pp 164-165




B.
Supplementary materials
Protractor Worksheet
Angles Worksheet
Classify the Angles Worksheet
Classify the Angles Worksheet Answer Key and Grading Rubric
C.
Technology
For additional practice, students may go to the computer lab to utilize the following web sites:
http://www.aaamath.com/B/geo318x3.htm
http://www.shodor.org/interactivate/activities/angles/index.html
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
VII.
follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
This lesson should be taught after the What is the Angle Measure? Lesson Plan
This lesson also may be followed by the lesson topics below:
 Classifying Triangles
 Working with Quadrilaterals
 Working with Length, Area, and Perimeter
VIII.
Teacher Notes
Modification of the lesson found at the website below may be beneficial.
http://www.learninginhand.com/lessonplans/angles.html
Even without the use of the Angles Palm OS program, students could still create artwork. The lesson
contains a PowerPoint presentation dealing with angles in art that would be good to incorporate into the
Classify the Angles! lesson plan.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District