Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Molloy College Division of Education Teacher Candidate: Danielle Rosenberg College Supervisor: Barbara Maliszewski Content Area: Mathematics Cooperating Teacher: Mrs. Dinolfo Grade: 5 Lesson# 2 Topic: Classifying Triangles Date: April 8, 2014 School District: Oceanside School: Elementary School #4 Instructional Objective Following the students learning about descriptions of the different types of triangles, the students will be placed into groups of two and play a game to classify different types of triangles. Students will then work independently to complete a worksheet to classify and identify 4 out of 5 triangles correctly. CCLS/ +NYS Standards and Indicators CCLS.Math.5.G.3- Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Indicator: This will be evident when students classify triangles based on their attributes. CCLS.ELA.SL5.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Indicator: This will be evident when students work in pairs to correctly classify different triangles. Motivation The teacher will draw different looking triangles on the board.. The teacher will ask the students if they notice any similarities or differences about the shapes of each triangle. Materials Triangle classification worksheet Individual white boards Strategies Direct Instruction- students will experience direct instruction when the teacher puts different pictures and descriptions of triangles on the white board. Adaptations DJ will have preferential seating and be refocused back on task throughout the lesson. Differentiation of Instruction Since all learners do not learn in the same manner, the lesson will be tiered. Tier I- Students will complete the triangle classification worksheet with a photo reference and a word bank. Tier II- Students will complete the triangle classification worksheet with a word bank. Tier III- Students will complete the triangle classification worksheet with no assistance. Developmental Procedures 1. Students will view pictures and descriptions of different types of triangles on the white board. (How can we tell these 3 types of triangles apart? What is an angle? What types of angles exist in a triangle? What is a side?) 2. Students will be put into groups of two and play a game to classify triangles. The teacher will put a triangle on the board and each group will correctly identify the type of triangle is it. (How do you know what type of triangle this is? What clues did you use to help you classify the triangle? Do you find this easy or difficult? Do you prefer to see triangles when classifying them or read descriptions of them?) 3. Students will then work independently on a worksheet to classify triangles with written descriptions. (How do we make sure that we read the description carefully? What are some strategies that we can use when we read word problems? What are some key words in the descriptions that can help us classify these triangles? How did you get your answer?) 4. As an exit ticket, students will draw a triangle on the white board and tell me what kind of triangle it is and explain their reasoning. (What kind of triangle did you draw? How did you know to draw it in this way? What kinds of angles does this triangle have? How would you describe the sides of this triangle?) Assessment The teacher will collect the worksheets to be graded. Independent Practice For homework, students will find an item in their home and identify the type of triangle that item is. Teacher Follow Up: Academic Intervention The student who does not meet the objective will work one-on-one with the teacher to fill in a chart based on the different types of triangles. Academic Enrichment The student who exceeds the objective will search around the room and find 3 triangular items and identify the type of triangle each item is. References Math is Fun. (2013). Triangles. Retrieved from http://www.mathsisfun.com/triangle.html New York State Education Department. (2009). Mathematics Core Curriculum. Retrieved March 23, 2014, from http://www.p12.nysed.gov/ciai/mst/math/standards/core.html New York State Education Department. (2013). NYS P-12 Common Core Learning Standards. Retrieved March 23, 2014, from http://www.p12.nysed.gov/ciai/common_core_standards/ Name: ______________________________________ Classifying Triangles 1. When measured, all of the sides of this triangle are equal to 11 inches. All angles are equal to 60 degrees. What type of triangle is this? 2. The lengths of the sides of this triangle are: 9 inches, 12 inches, and 15 inches. What type of triangle is this? 3. Which of the following correctly describes the triangle shown? A) B) C) D) This triangle has a right angle. This triangle has three acute angles. This triangle has one obtuse angle This triangle has 3 equal sides. 4. One of the angles of this triangle is 200 degrees, while the other two angles are 30 degrees and the other is 70 degrees. What type of triangle is this? Explain your reasoning. 5. The measures of two angles of a triangle are 23 degrees and 67 degrees. Is this triangle acute, right, or obtuse? Explain your reasoning.