Download Instructional Plan

Instructional Plan
Teacher Candidate: Christina Bekhazi
Date: April 2011
Cooperating Teacher:
______________________ Grade: 5th
School District:_______________________ School: ___________
University Supervisor:
Unit/Subject: Math
Instructional Plan Title/Focus: Triangles
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Learning Targets/Purpose/Previous Learning
•Instructional Plan Purpose: In the following lesson, students will gain understanding about isosceles,
scalene, right, and equilateral triangles. They will measure the side lengths and angles of different
triangles. This will help them to classify different triangles. Students will be given the opportunity to
recognize these four types of triangles and draw them. They will also be able to use Geometer’s Sketch
Pad to create triangles and take measurements.
•State Learning Standards:
•Mathematics 5.3.B: Students will identify, sketch, and measure right, acute, and obtuse angles.
•Mathematics 5.3.C: Students identify, describe, and classify triangles by angle measures and
number of congruent sides.
•Educational Technology 1.1.1: Generate ideas and create original works for personal and group
expression using a variety of digital tools.
•Communication 2.2.2: Applies skills and strategies to contribute responsibly in a group setting.
• Content Objectives:
1. Students will be able to differentiate between isosceles, scalene, right, and
equilateral triangles.
• Math GLEs 5.3.B and 5.3C.
2. Students will be able to measure the side length of a triangle.
• Math GLE 1.4.A.
3. Students will be able to measure the triangle's angles.
• Math GLE 5.3.B.
4. Students will be able to create isosceles, scalene, right, and equilateral triangles by hand.
• Math GLEs 5.3.B and 5.3.C.
• Previous Learning Experiences:
Students have already learned that triangles have three side lengths and three angles. The students also
know that triangles have interior angle measures that add up to 180°. Students have had practice with
finding angle measures as well as measuring side lengths of figures. The students are able to measure and
identify acute, obtuse, and right angles.
Assessment Strategies
• Formative: measures process/progress toward mastery of target(s)
• Summative: measures outcomes/achievement of target(s)
Content Objectives
Students will be able to differentiate
between isosceles, scalene, right, and
equilateral triangles.
Students will be able to measure the side
length of a triangle.
Assessment Strategies
Formative: Placing correct and incorrect examples in
correct boxes on poster.
Summative: Identifying and Classifying Triangles
worksheet
Formative: Teacher will walk around room and make
sure students are correctly measuring side lengths of
triangles.
Summative: Identifying and Classifying Triangles
worksheet.
Formative: When modeling in front of class, the teacher
will have students raise their hand and give input on what
they believe the angle measure is.
Students will be able to measure the
triangle's angles.
Students will be able to create isosceles,
scalene, right, and equilateral triangles by
hand.
Summative: Identifying and Classifying Triangles
worksheet.
Formative: Teacher will walk around and make sure
students are drawing the different triangles correctly by
hand.
Summative: Identifying and Classifying Triangles
worksheet.
Student Voice:
K-12 students will:
1. Communicate the learning
targets and their progress
toward them.
2. Articulate the thinking
strategies used to achieve the
learning targets.(5.1)
Student-based evidence to be
collected (things produced by
students: journals, work
samples, projects, papers, etc.)
Teacher will be able to collect the
“Identifying and Classifying
triangles” worksheet and the
homework that they are assigned.
This will be evidence for the
teacher that shows their ability to
measure angles and side lengths as
well as reach a conclusion about
which type of triangle it is.
While working in a group by
themselves, students will be able
to come up with strategies.
Description of how
students will reflect on
their learning
By completing the
“Identifying and Classifying
triangles” worksheet as well
as the homework, students
will be able to self assess
what they are having
difficulties with.
Students will be able to
articulate thinking by
performing their own “thinkaloud” when classifying
triangles at the front of the
class.
Grouping of Students for Instruction
Students will be grouped in the same groups that they are sitting with currently so that they are already
comfortable with each other and the dynamics of the group.
Learning/Teaching Experiences
 Introduction:
o Declarative Statement: “Boys and girls, today we are going to be learning about four different
types of triangles.”
o Conditional Statement: “Doing this will help us expand on our geometrical knowledge of
different shapes.”
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Questions:
“When you look around the room, do you see any triangles?”
o Be sure to have several examples of triangles that are of different shapes (equilateral, isosceles,
etc.)
o Students will respond by raising their hands and pointing to the triangles and describing why
they are considered to be triangles.
With two or more examples of triangles (from the classroom) in hand, ask the students “what makes
triangle a different from triangle b?”
o If students are stuck, probe students to discuss about side lengths as well as angles. Ask
questions such as “What do you notice about the side lengths of this triangle compared to the
other triangle?”
o Students will answer by discussing in their table groups, then raising their hand and answering.
“Can anyone tell me what kind of triangles these are?
o Some students may know, but many will not, so continue on with the lesson if students do not
know.
o Students will answer by discussing in their table groups and then responding by raising their
hands.
You will draw different triangles with different angles on the board and ask students, “Can anyone come
up and tell me the measure of these angles?”
o Some students may know, but many will not, so continues on with the lesson if students do not
know.
o Students will answer by raising their hand if they know and going up to the board to measure the
angles.
You will draw different triangles on the board with different side lengths and ask, “Can anyone come up
and measure the side lengths of these triangles and tell me what they are?
o Students will answer by raising their hand and going up to the board and measuring the side
lengths of different triangles.
Instruction:
Multiple means of access
o Students will get a handout, which include instructions. This way the students will receive the
instructions both verbally and visually.
o The teacher will model how to classify triangles on the whiteboard so that students have a better
idea of what they are suppose to do.
Multiple means of engagement
o Personal connection – students will make connection between triangles in math and triangles
found in everyday life.
o Collaboration - Students will work together to discuss which triangles belong to which triangle
family.
Multiple means of expression
o Students will be representing their understanding about triangles through discussion with teacher
and peers.
o Students will be representing their understanding about triangles through writing.
o Students will be representing their understanding about triangles by using technologies such as
Geometer’s Sketchpad.
Hanging on the board I will have four charts: Equilateral Triangles, Right Triangles, Isosceles Triangles,
and Scalene Triangles. On these charts there are four sections entitled “definition,” “characteristics.”
“examples,” and “non-examples.”
o I will first fill out the equilateral triangle poster on my own, yet performing the think-aloud
teaching style.
 As I say the definition (from the class textbook) aloud I will also write it in the provided
box. I.e., “a triangle with all three sides of equal length and all angle measures of 60°.”
 I will then move onto the characteristics of equilateral triangles. This is usually similar to
the definition, but is more concise and clear. I will put these characteristics in bullet
format, i.e., “equal side lengths” and “equal angle measures.”
 In the examples box, I will have two pre-made shapes (which have angle measures and
side lengths written on them) that will suit the definition and characteristics of an
equilateral triangle. I will take each shape, say the characteristics of the triangle in hand
aloud and make sure that they match up with what we have written on the poster board.
 In the non-examples box, I will also have two pre-made shapes (which have angle
measures and side lengths written on them) that do not suit the definition and
characteristics of an equilateral triangle. I will take each shape, say the characteristics of
the triangle in hand aloud and make sure that they do not match up with what we have
written on the poster board.
o Then I will go onto the right triangle poster where the students will begin to help me in the final
two boxes.
 As I say the definition (from the class textbook) aloud I will also write it in the provided
box. For example, “a triangle that has an angle measure of 90°.”
 I will then move onto the characteristics of right triangles. I will put these characteristics
in bullet format, i.e., “contains a 90° angle.”
 I will have four pre-made triangles (which have angle measures and side lengths written
on them) for the right triangle poster. Two of the triangles are indeed right triangles, and
the others aren’t. I will ask for four volunteers to come up to the board and place them
into the proper box (examples or non-examples). After they have chosen and are seated,
I will go through the triangles and describe why they are in that box.
o I will move on to the isosceles triangle poster.
 As I say the definition (from the class textbook) aloud I will also write it in the provided
box. For example, “a triangle that has two equal side lengths and two equal angle
measures.”
 I will then move onto the characteristics of right triangles. I will put these characteristics
in bullet format, i.e., “two equal side lengths” and “two equal angle measures.”
 I will have four pre-made triangles (which have angle measures and side lengths written
on them) for the isosceles triangle poster. Two of the triangles are indeed isosceles, and
the others aren’t. I will ask for four volunteers to come up to the board and place them
into the proper box. One by one I will have volunteers place the given triangle into the
examples or non-examples box and have them explain their thinking aloud to the class.
o Lastly, move on to the scalene triangles poster.
 As I say the definition (from the class textbook) aloud I will also write it in the provided
box. For example, “a triangle that has no equal side lengths and no equal angle
measures.”
 I will then move onto the characteristics of scalene triangles. I will put these
characteristics in bullet format, i.e., “no equal side lengths” and “no equal angle
measures.”
 I will have four pre-made triangles (which have angle measures and side lengths written
on them) for the scalene triangle poster. Two of the triangles are indeed isosceles, and
the others aren’t. I will ask for four volunteers to come up to the board and place them
into the proper box. I will instruct students to get a scratch piece of paper and write down
“examples” and “non-examples” right underneath. I will enlarge the drawings on the
white board so that they can clearly see the angle measure and side lengths. I will
instruct them to write down which triangles (they will be labeled 1-4) go where. I will
allow several minutes for them to think and write down their answers. Then, I will call
on students for their results and have them explain their thinking.
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Learning Activities:
Using the SMARTBoard, I will pull up Geometer’s Sketchpad so that as a class we can create the four
triangles that we learned about. In a Geometer’s Sketchpad document that I have already created, I will
have tabs at the bottom that read “Isosceles,” “Right,” “Scalene,” and “Equilateral.” These pages will be
blank. As a class, we will be creating the specified triangle. To be sure that our triangle is indeed in the
right category, we will be using the angle measure feature as well as the length measure feature. The
Geometer’s Sketchpad will allow students to visually see how triangles can evolve into other triangles
by watching the movements of vertices on the projector. Given a worksheet, students will identify the
different types of triangles that are shown. Using a protractor and ruler, students will be able to measure
angles and side lengths of the triangles.
In order to incorporate student involvement, I will have the class direct me in the procedure of making
the triangles. For the first triangle, however, I would lead.
o “The first step would be to plot three points.” These points can be plotted wherever you choose.
o “Then I will connect these points. In order to see what the side length and angle measures of this
triangle are, we will use the measure feature of Geometer’s Sketchpad.” Place measurements
near the measured area (measurement of AB is near AB).
o “Now we must play around with the points of the triangle so that we can make an isosceles
triangle.” I would have the students remind me of the definition of an isosceles triangle.
o After I correctly make an isosceles triangle on the Geometer’s Sketchpad that has labeled
measurements, I would move on to the next tab.
For the following three pages/triangles, I would have students lead in the procedure. Although I would
be the one controlling the mouse, they would be telling me what needs to be done next. I would be sure
to call on everyone to make sure they understand the task at hand. Students would collaborate with each
other to lead in the procedure.
Now I would pass out the “Classifying Triangles” worksheet so that students can measure and classify
triangles on their own. They will be provided with rulers and protractors. We will correct this as a class
after 10 minutes.
Closure:
After the classifying triangles worksheet is corrected, I would first ask if there are any questions that the
students have about these four types of triangles. After answering these questions, I would ask the
students, “Why might it be important to measure ALL angles and ALL sides before classifying
triangles?” After a few responses, I would follow up this question with, “Can an equilateral triangle as
be classified as isosceles triangle?” I would hope that students would answer saying, “Yes, because the
definition of isosceles says that only two sides and angle measures have to be equal.” I would then have
the students talk with their groups about why it is important that we measure all angles and all side
lengths.
After this I would tell the students how they can use what they have learned to connect to their lives and
future. I would tell them that triangles are seen in our every day lives and knowing how to classify them
and measure them is important. I would give a few examples of how triangles can be applicable to their
future.
Independent Practice:
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For their homework, I would tell my students to find three triangles in their home, car, etc. and classify
them. These can be pictures, objects, etc. Students need to use a protractor and a ruler to take
measurements. These measurements need to be recorded and turned in the next day.
 Involve family: I would instruct the students to get together with a family member and measure at least
two triangles together and classify them. The students will have to teach their family members why the
triangle is an isosceles triangles, right triangle, etc.
 Instructional Materials, Resources, and Technology
Attach a copy of any materials students will use during the lesson; e.g., handouts, questions to answer, and
worksheets.
Additional Requirements
Integration with Other Content Areas: This lesson plan does not only incorporate math, but it also
incorporates language arts. By learning these new types of triangles, they are building their vocabulary.
•Acknowledgements:
 Instructional Plan adapted from K6edu.com. The original lesson plan can be found at:
http://www.k6edu.com/6thgrade/math/triangles.html.
 Worksheets for “Identifying and Classifying triangles” can be found at:
http://mathworksheetsworld.com/bygrades/grades68/ClassifyTriangles/
 Information from my comments come from:
Egbert, J (2006). Supporting learning with technology: essentials of classroom practice.
New Jersey: Pearson Education.