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Ms. Joost
January 18th-22nd
Lesson Plans
64 - Blue
Monday, January 18th
MLK, Jr. Day
Tuesday, January 19th
Bell Work
I. 8.6.06 Week 1 Multiple Choice A and B
Multiplication Skill Practice
Lesson Goals: Students write goals in math notebook and discuss
1. I can demonstrate my knowledge of polygons and angles by doing well on
the
check-up.
Assessment
I. Investigation 1 and 2 Check-Up
Wednesday, January 20th
Bell Work
II. 8.6.06 Week 1 Short Response A
SD 3.1 Lesson Goals: Students write goals in math notebook and discuss
I. I can find angle sums of regular polygons
II. I can determine relationships between the number of sides and the angle
sum of a
regular polygon.
Launch
I. Vocabulary- Identify key vocabulary terms (angle sum)
II. Remind students what a regular polygon is.
a. Which We call the sum of the interior angles of a polygon the “ angle
sum”
b. Identify Examples of regular polygons
c. Which polygon has angles that appear to be the smallest?
d. Which polygon has angles that appear to be the largest?
e. Make sure students see that the size of the interior angle increases as
the
number of sides increases.
Explore
II. Give Students 3.1 Labsheet. Allow students time to measure regular
pentagons and
octagons.
A. Have students look for a pattern relating the sides of a polygon to the
angle
measure
B. Have students create a general rule
C. Have students use their rule to find the angle sums for a polygon with
seven, nine and ten sides.
III. As a class discuss the data that the class generated.
A. Why do we have different answers when we all measured the same
angles?
How might we resolve the angle measures we disagree on?
B. Look at all the answers that are now recorded on the chart. Are there
any
that don’t seem reasonable?
C. Remove numbers from the chart when students have given a
mathematical
reason for eliminating them.
D. What patterns do you notice in the way the size of the angles is
increasing?
What patterns do you notice in the way the size of the angle sum is
increasing?
VII. Assignment: Interior Sum of Triangles Worksheet
Thursday, January 21st
Bell Work
III. 8.6.06 Week 1 Short Response B
Multiplication Skill Practice
A. Practice Multiplication Flash Cards
SD 3.2 Lesson Goals (students write goals in their math notebook and discuss
I. I can develop informal arguments for conjectures about the relationship
between the number of sides and the angle sum of any polygon
II. I can find angle sums of any polygon
Launch
I. Ask students whether or not they think the angle sum formula or pattern for
regular polygons will hold for polygons in general.
a. Do you think the angle sum of any triangle is 180 degrees?
b. How can we check?
II. Conduct triangle experiment
a. Draw a triangle on a sheet of paper and label each angle 1, 2 and 3.
b. Cut out the triangle, tear off all three angles and arrange the angles
around
a point on another sheet of paper
i. What do you observe about the sum of the angles of the
triangle?
Explore
I. Angle Sum Labsheet
A. Students will cut the polygons into triangles in order to find the interior
angle sum of the polygons.
B. Students will work in small groups to complete lab
II. Assignment: p. 62-67 ACE Questions #1-12, 15, 17, 20
i. To be completed in class
Exit Pass (Summarize) – What is the interior angle sum of a pentagon?
Friday, January 22nd
Bell Work
IV. 8.6.06 Week 1 Extended Response
Multiplication Skill Assessment
I. Multiplication/Division Timed Test- 3 minutes
SD 3.4 Lesson Goals (students write goals in their math notebook and discuss
I. I can explore the sum of the exterior angles of a polygon
Launch
I. Put up several regular polygons on the overhead
a. What pattern do you see in the sizes of the interior angles as the
number of
sides increases?
b. Will they ever equal or be greater than 180 degrees?
c. What happens to the shape of the polygon as the interior angle
measures
increase?
II. Demonstrate an example of an exterior and interior angle of a polygon.
a. These two angles come in pairs. (And their measure is 180 degrees)
b. Ask students if they have skateboarded?
c. Try to make a connection with skateboarding and the angles or the
language
of angles, which is used in skateboarding.
III. Demonstrate using a polygon how a skateboarder would skate
around a park.
ii. As the skater turns the first corner, what angel of turn does she
make?
IV. Your challenge is to find how many degrees the skateboarder skates
through as
she skates around a park shaped like a polygon once. The skateboarder is
going counterclockwise around the park.
Explore
I. Have students complete problem 3.4 on page 61 in small groups.
II. Assignment: Skills: Angle Sums and Exterior Angles of Polygons Worksheet