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Brian Markelwith
ELD 375
Lesson Plan 1
3/25/14
3rd Grade
Rationale: Modeling, describing and recognizing what angles are and the different types
of angles is a part of the 3rd grade curriculum at Wicoff Elementary School. I am doing
this lesson because this lesson is a part of the next unit the students are learning which is
Geometry. Also, Miss Schroeck would like me to review angle concepts with the
students. This lesson will focus on three specific angles which are acute, right, and
obtuse.
Standards: 2.4 Identify right angles in geometric figures or in appropriate objects and
determine whether other angles are greater than or less than right angles.
Objective:
Students will be able to review angle concepts by doing practice problems with
80% accuracy.
Students will be able to construct and recognize right angles and name polygons
that contain right angles. Students will be able to recognize that an angle that is less than
a right angle is an acute angle and an angle that is greater than a right angle is an obtuse
angle.
Lesson Progression:
Anticipatory Set: I will begin the lesson by asking the students, “Who can tell me
what an angle is?” I will review that an angle is a figure formed by two lines extending
from the same point. I will pass out five straws to each student and ask the students to
take two straws and make an angle. I will pass out index cards to each student and ask
the students to write their names and “Right Angle Finder” on the index cards. I will tell
each student to draw a square on the two bottom corners of the index card using the outer
and bottom edges as sides and I will demonstrate. I will explain that there are different
kinds of angles and the corners of a square are right angles. I will ask, “Can anyone tell
me another polygon that has right angles?” I will show the students if they put the “Right
Angle Finder” in the corner of their text book they will see that it is a right angle and I
will ask what shape their textbook is. I will ask them to use the “Right Angle Finder” to
find other right angles and ask the students to raise their hands and tell me where they
have found right angles. I will ask the students to take two straws and make a right angle.
I will ask them if there is any way they can be sure it is a right angle. I will then explain
and demonstrate that they can use the “Right Angle Finder” to prove that their angle is a
right angle. I will ask the students to sketch a right angle in their notebook and use the
“Right Angle Finder” to prove that it is a right angle. I will ask the students to take their
straws and make an angle that is less than a right angle and explain that this angle is
called an “acute” angle. I will ask the students to take their straws and make an angle
that is greater than a right angle and explain that this angle is called an “obtuse” angle. I
will tell the students that in Geometry when an angle has a little square in the corner it
means that this angle is a right angle. I will slow down or speed up the lesson based on
the understanding of the students.
This lesson fits into the curriculum because it is a part of the 3rd Grade Geometry
Unit. In this unit students must also understanding lines and line segments, polygons,
quadrilaterals, triangles, and symmetry. But for this lesson I just want to focus on angles
and reviewing acute, right and obtuse angles.
Other Considerations:
Materials: I will need straws and index cards and angle worksheets. The students
will need their pencils and their math notebooks. I found this lesson plan on math-lessonplans.com and I liked it because it is fun for the students to make angles and shapes with
the straws and prove that angles are right angles with the “Right Angle Finder.” I could
ask questions like “What is an angle?” “What shapes or polygons contain right angles?”
“What is an angle called that is less than a right angle?” “What is an angle called that is
greater than a right angle? What shapes or polygons contain acute or obtuse angles?
During the lesson the children will remain in their seats and this will help with classroom
management as there are twenty-seven students in the class. When the students are
making the angles with the straws or finding right angles the classroom may become
noisy so I will need to use redirecting language to get the students on task again. I would
expect the children to have fun with this lesson as they can make the right, acute, and
obtuse angles for themselves and they can use the “Right Angle Finder” to check these
angles. The students will be able to manipulate the straws to make polygons with right
angles. Each student will be making the angles so each student will be learning
individually without the intervention of the teacher. The students will be constructing
knowledge for themselves.
Differentiation:
When I ask the students to use their straws to make right angles I will walk up and
down the rows to see if the students are able to do the task and I will pay special attention
to students who may be struggling and I will show them individually how to make a right
angle with the straws, how to prove it is a right angle with the “Right Angle Finder,” how
to make an acute angle and how to make an obtuse angle.
Assessment:
Once the lesson is complete, I will give the students the worksheet I found on the
internet at www.math lesson plans.com and I adjusted. This lesson will be for homework
so it will be done independently. I will review the worksheet and the students will need
to score an 80 percent. If they do not score an 80 percent I will review the material as
needed and give them a similar worksheet for homework to be sure the students have
mastered the material.