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1 EEX 6065 Academic Co-Teaching Lesson Plan 1 Elizabeth Shayestehpour Grade level: Grade 8 Basic Education Content: Geometry and Measurement/9-3 Triangles Lesson: The Triangle Sum Theorem Next Generation Sunshine State Standards/Benchmarks: MA.8.2.3 Demonstrate that the sum of the angles in a triangle is 180-degrees and apply this fact to find unknown measure of angles… Lesson Objective: By the end of the lesson, students will be able to determine that the interior angle sum of acute, obtuse, and right triangles will always add up to 180-degrees. Students will be able to identify a triangle based on its attributes: length of sides and name them as equilateral, isosceles, and scalene triangle. Students will also be able to identify triangles as acute, obtuse, and right from knowledge and observation of their angles. Students will be able to calculate the angle measures of an unknown angle given the measures of the other two interior angles. Alternative outcomes/objectives: Given precut triangles, students will identify acute, obtuse, and right triangles, 4 out of 5 times, in five consecutive trials. Given precut triangles, students will be able to sort equilateral, isosceles, and scalene triangles given a model 9 out of 10 times in 3 consecutive trials. Given individual precut triangles, students will be able to take apart the triangle and place the angles side by side so that they form one straight line and identify that the measurement is 180-degrees, 4 out of 5 times in five consecutive trials. Prior Knowledge/Preskills: Students will have prior knowledge of addition and subtraction and can carry over and regroup. They will have had experience and knowledge on how to use a calculator. They will have knowledge about geometric shapes and in particular triangles and their attributes. Students will have prior knowledge on how to use a protractor. Materials Elmo/Smart Board Precut triangles: obtuse, right, equilateral, isosceles, scalene, acute. Precut triangles that can be taken apart to have the angles form a straight line. Protractors Extra construction paper Glue Holt McDougal Mathematics 3 Textbook Model sheet for matching the types of triangles Calculators Vocabulary cards for obtuse, right, acute, obtuse, equilateral, isosceles, and scalene triangles Motivation: Play this video from You Tube. It is less than three minutes long but introduces the Triangle Sum Theorem in a very engaging way and will prepare students for what they will be learning in this lesson. http://www.youtube.com/watch?v=b7DmUymGR28 2 EEX 6065 Academic Co-Teaching Lesson Plan 1 Elizabeth Shayestehpour Teacher-directed Instruction Model of Instruction: Direct Instruction, Alternative Teaching, Team Teaching Lesson Procedures-Lesson Introduction*: Content Teacher Special Education Teacher -Opening -Opening: Instructor Role (Alternative Teaching) Instructor Role (Alternative Teaching) Teacher will introduce the topic and review the Teacher will work in a small group with the vocabulary words for the topic which will include special education students and show them the types of triangles based on their attributes. physical examples (pre-cut triangles) of the Teacher will classify and categorize the vocabulary different types of triangles being introduced in cards on the Elmo as their attributes are noted to this lesson. Teacher will classify and categorize develop metacognitive strategies under “Observing the examples while talking through the thinking Sides”- equilateral, isosceles, scalene triangles and process using metacognitive strategies. “Observing Angles”- acute, right, and obtuse triangles. -Overview (Team Teaching) -Overview (Team Teaching) After viewing the video clip Teacher will use the ELMO to demonstrate http://www.youtube.com/watch?v=b7DmUymGR28, tearing a triangle as the co-teacher is explaining teacher will give a large group instruction lesson as the procedure by placing the angles side-bythe co teacher demonstrates the information being side to form a straight line. shared on the Triangle Sum Theorem. The teacher Teacher will demonstrate as the co-teacher will explain how to tear off the sides of a triangle explains how to use a protractor and measure and place them side by side so that they form a the angles. straight line. The teacher will add the number of degrees Teacher will explain that a straight line is 180together using normal addition methods and degrees and that it is possible to use a protractor to then check with a calculator to further demonstrate this truth. demonstrate that the three angles in a triangle Teacher will explain how to measure the angles in will always add up to 180-degrees. the torn triangle using a protractor to prove that they The teacher will demonstrate how to use will add up to 180-degrees. addition and subtraction in order to determine Using this information, the teacher will explain how the unknown measure of an angle given the to use addition or subtraction to determine the other two angles. unknown measure of an angle given the other two Teacher will tear up examples of each of the angles. types of triangles that are being taught are Teacher will explain that obtuse, acute, right, spoken about by the co-teacher and equilateral, isosceles, and scalene triangles all add up demonstrate the fact that they add up to 180to 180-degrees. degrees or form a straight line. Teacher will tell the students that they will be working in small groups with the two teachers in the 3 EEX 6065 Academic Co-Teaching Lesson Plan 1 Elizabeth Shayestehpour classroom in order to further explore triangles and the Triangle Sum Theorem. -Review Teacher will ask students to explain the key findings in the lesson. Have students come up to the front and draw on the smart board an example of each of the triangles as they are named. Ask students to tell how many degrees there are in the angles of a triangle. Ask if there are any questions. -Review Teacher will walk around the room to the special education students and ask them if they understood the lesson and if they have any questions. -Expectations Students are expected to understand the “Triangle Sum Theorem” and that regardless of the shape of the triangle, the interior angles will always add up to 180-degrees. Students are expected to be able to identify six different types of triangles according to their individual attributes. Students are expected to use their knowledge of addition and subtraction in order to calculate the measurement of an unknown interior angle give the measurement of the other two angles. -Rationale Small group instruction allows the teachers to work with students in a more personal way. Teachers can focus on their students’ individual needs and determine if they have comprehended the material or not. In this lesson the students will be broken up into 3 homogenous groups. The content teacher will be working with two of the groups and the special education teacher will work with special needs students. -Guiding Questions Does the interior sum of all angles in a triangle always add up to 180-degrees? What can be said about the sides and the angles in an equilateral triangle? Can you use knowledge about how to add or subtract in order to find the measure of an unknown angle? If a right triangle has an angle that is 90-degrees, what can be said about the other two angles? How can the degree of an angle tell you if the angle is acute, obtuse, or a right angle? Guided Practice: Lead and Support* Content Teacher Instructor role Using the precut triangles, teacher will guide students through the process of identifying a triangle according to its attributes and classify and categorize them following teacher instruction. The students will be following the format that was introduced in the beginning of the lesson as to being able to “Observe Angles” and “Observe Sides” and place them in the correct category as they identify the Special Education Teacher Instructor Role Using precut triangles that have the definition of what they are on one side and triangles whose angles have been precut to form a straight line students will work with the teacher as they sort these triangles using a model sheet for the different types of triangles. The teacher will demonstrate using metacognitive skills and self-talk while sorting them. Students will work in front of the teacher to sort and identify acute, obtuse, and right triangles on one modeling sheet and 4 EEX 6065 Academic Co-Teaching Lesson Plan 1 Elizabeth Shayestehpour types. Students will be shown how to use a protractor in order to measure the angles of a triangle and will be asked to give the measure of an unknown angle using various examples. Students will be asked if they can determine the type of triangle by knowing the degrees of the angles. Students will be asked to determine the measurement of the other two angles in a right angle as well as the measurement of the angles in an equilateral triangle. equilateral, isosceles and scalene triangles on another sheet. They will work on understanding the attributes of these triangles in order to be able to recognize them if shown a different example. Students should also be able to reiterate the fact that the interior angles of any triangle will add up to 180-degrees. The students can work with the teacher in learning how to measure an angle and then can use calculators with the teacher to obtain the sum of all angles measured in a triangle. *Students who are not working with the teacher at this time are on the computer working on SuccessMaker math. -Closure Tell students that they will have the opportunity to tear apart a triangle and make a review for themselves on construction paper that proves that the interior angles of a triangle equal 180-degrees and identifies the six different types of triangle that were discussed during the lesson. They will also be able to practice what they know about finding the missing measure of an interior angle when the two other measures of the interior angles are given. Independent Practice/Cooperative Practice* Content Teacher Students will be given different sized triangles and asked to tear off the angles and paste them on construction paper forming a straight line. They should measure the individual angles in their triangle and show how the three numbers add up to 180-degrees. Students can then work in pairs and give their partner the measure of two of the angles in their triangle. The partner will have to calculate the missing measure based on the given information. Partners can quiz each other with the precut triangles that have their Day 1 of Lesson Special Education Teacher Students can work in pairs to tear off the angles of a given triangle and paste them on construction paper to form a straight line. With teacher looking on, students can measure their angles and add them up in order to prove that the measurement of the interior angles of a triangle is 180-degrees. Partners can quiz each other with the precut triangles that have their respective definitions in order to determine if they know the types of triangle. 5 EEX 6065 Academic Co-Teaching Lesson Plan 1 Elizabeth Shayestehpour respective definitions in order to determine if they know the types of triangles. Students can use the reverse side of the construction paper to draw the six different types of triangles discussed in the lesson and label each one with a definition. Assessment*: Content Teacher Students can be assessed using the topic assessment. Special Education Teacher Students are assessed based on level of mastery according to their goals and objectives. Given precut triangles, students will identify acute, obtuse, and right triangles, 4 out of 5 times, in five consecutive trials. Given precut triangles, students will be able to sort equilateral, isosceles, and scalene triangles given a model 9 out of 10 times in 3 consecutive trials. Given individual precut triangles, students will be able to take apart the triangle and place the angles side by side so that they form one straight line and identify that the measurement is 180-degrees, 4 out of 5 times in five consecutive trials. Another form of assessment can involve having the student write a journal entry describing how to find the interior angle sum of a triangle. Student can be asked to verbally explain their learning from this lesson. Extensions: 1. Students can draw a rectangle and divide it in half. They can explore the measures of the angles in the two triangles formed and write a journal entry on what they discover to be true. 2. Students can create a foldable to be used with this information that includes the six types of triangles with their individual definitions. 3. Students can draw a trapezoid and use the “Triangle Sum Theory” to discover the sum of all the angles in the trapezoid. 6 EEX 6065 Academic Co-Teaching Lesson Plan 1 Elizabeth Shayestehpour Accommodations/Modifications: Extended time Assistive computer technology Advance notice of assignments Alternative ways of completing assignments Assistive listening devices Study skills and strategies training Course or program modification Access Points: Independent: MA.8.G.2.In.c.: Distinguishes angles within triangles as acute, obtuse, or right angles using a right angle as a model. Supported: MA.8.G.2.Su.c. : Identify the angles within a triangle. Participatory: MA.8.G.2.Pa.b: Recognizes corners and angles in two-dimensional shapes, including rectangles and triangles. References The Iris Center. Special education resources for inclusion, scientifically –validated and evidence-based instructional strategies. Retrieved from http://iris.peabody.vanderbilt.edu/resources.html Price, Mayfield, McFadden, & Marsh. (2000-2001). Special education for inclusive classrooms (chapter 6). Retrieved from http://www.parrotpublishing.com/Inclusion_Chapter_6.htm .