Download 6-8 Math Lesson Plan 2 Geo

Lesson Plan 2
Teacher(s):
Grade band: 6-8
Number of Students:
Subject: Math
Setting:
Grade(s):
Unit: Geometry; Polygons in the Real World
Standard: Geometry 8.5- Use informal arguments to establish facts about the angle sum and
exterior angles of triangles, about the angles created when parallel lines are cut by a transversal, and
the angle-angle criterion for similarity of triangles. For example arrange three copies of the same
triangle so that the sum of the three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Essence: G. 8.5- Properties of angles
Extensions:
1. Arrange angles in order from smallest to largest and vice versa
2. Sort angles into predetermined categories
3. Match identical angles
Lesson Objective:
Least support
Students will be able to identify
an acute, obtuse, and a right
angle, and then arrange these
angles in order from largest to
smallest and vice versa.
Moderate support
Students will be able to sort
given angles based on
predetermined categories
(acute, obtuse, and right
angles).
Most support
Students will be able to match
given acute, obtuse and right
triangle to corresponding picture
of an object/manipulative.
Activities :
1. The teacher introduces the name of the
different angles (acute, obtuse, and right angle)
and shows examples of each in the real world.
Then as a class they will sort real world examples
with the teacher (using Polygons at School,
Polygons in the Community, and Polygons
Around Town books) .
3) Students will then complete an angle
worksheet to practice their skills at orienting
angles.
ACCESS Project, Center for Disabilities Studies, UD
2) The teacher will show students how to find out
what the angle type is by using the “What angle
do I have” organizer.
4) Students will then be given 7 angles (3 right, 2
acute, and 2 obtuse) and will sort into their angle
types.
Delaware Department of Education
Warm-up:
Students will be asked 1) Do you think triangles have angles?
2) Do you think squares and rectangles have angles too?
The class will then discuss.
Key Vocabulary:
Angles
Acute angle
Right angle
Obtuse angle
Barriers:
Universal Design for Learning (UDL) brainstorm:
Representation
How will instructional content and
materials be presented to the
students (the “what” of learning)?
Graphic organizer
Tactile arrows
Actions/ Expression
How are the students able to
interact with the materials and
demonstrate knowledge (the
“how” of learning)?
“What angle do I have
organizer”
Tactile arrows
Engagement
What interests and engages
students in the learning process
(the “why” of learning)?
Hands on
Teaching Strategies:
Modeling
Direction instruction
Repetition
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
Assessments:
Response mode:
Class sort on real world angles/Participation
Angles worksheet
Angles organizer
Possible accommodations to use with this lesson:
AAC Device
Enlarged objects/text/angles
Pictures
Colored overlays
Tactile representation
Eye gaze board
Graphic organizer
Closing Activity:
The student will be given a worksheet with the name or shape of each of the angles (obtuse, acute,
right angle). The student will then have to match the correct angle name with the example of the
angles.
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education