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Kristina Kondakji and Carly Walters ELE 301-02- Dr. Conte Edgewood Elementary School Ms. Merz, Grade 5 Classifying Triangles (55-60 minutes) 1. Title/Lesson Topic and Main Concept: Classifying Triangles: Students will be able to identify, classify and categorize different types of triangles based off angle and side length measures. 2. Lesson Essential Question(s): Will students be able to recognize certain characteristics of a triangle? Will students be able to identify different types of angles in a triangle? Will students be able to accurately measure and solve for missing angles in a triangle? Will students be able to classify triangles based on their side lengths. 3. Pennsylvania Core Curriculum Content Standards: 5.G.3 Understand attributes belonging to a category of two-dimensional figures also belonging to all subcategories of that category. 5. G. 4: Classify two-dimensional figures into categories based on their properties. CC.2.3.5.A.2 : Classify two-dimensional figures into categories based on an understanding of their properties. 4. Learning Objectives and Assessments: Objectives Students will be able identify certain characteristics of triangles. Students will be able to classify triangles based of side length and angles. Students will be able to solve for missing measures in different types of triangles. Assessments Students will construct and draw different types of triangles on their geoboard handouts and compare their qualities with a partner first and then with the whole class (ex. all triangles have three sides and three angles.) Students will use their constructed triangles and place them under the correct sailboat categories based on their angles (obtuse, acute, or right sailboats.) Students will also construct triangles from plastic straws listing and comparing what side lengths work and what side lengths do not. Students will be given a chart with four different measurements of angles, choosing the three angles that add up to 180 degrees and then classifying the type of triangle based off the angle measurements. 5. Materials o Geoboard handouts o Laminated Sailboat Visuals o Magnets o Plastic Straws (varying length and colors) o Angle Measurement Worksheet o Enrichment Worksheet for early finishers o Exit tickets 6. Pre-Lesson Assignments and/or Prior Knowledge: a. Student Analysis: Students will have a basic understanding of the three types of angles and their definitions (acute, obtuse, and right) as well as how to measure angles. b. Teacher Content Knowledge: This purpose for this lesson is to visually and tactically present triangles to students, allowing them to list, identify, and classify different types of triangles based on side length, angle types, and angle measurements. 7. Lesson Beginning: Students will begin the lesson by listing all the different characteristics they know about triangles (i.e. all triangles have... Some triangles have...) Student responses will be recorded on the board. Students will remain in their seats during the lesson beginning. 8. Instructional Plan: a. Differentiation: Students will be presented with opportunities to tactically, visually, and spatially, and verbally compare, list and classify triangles. For hands on and spatial learners, students will be able to construct triangles with plastic straws. For visually learners, students will be able to categorize triangles under their sailboat categories. For verbal learners, students will be able to discuss their observations with the class and record definitions in their notebooks. b. Lesson Steps: o Students will be handed out a geoboard worksheet where they will be instructed to draw different types of triangles on each one. The teacher will model two examples on the board, describing how to use a geoboard. This should take about seven minutes. o After constructing their own triangles, students will cut a few out and be then asked to place two of their triangles on the board under the correct sailboat category (acute, obtuse, or right). Responses will be discussed as a whole class and definitions for a right, acute, and obtuse triangle will be composed and recorded as a class. o Students will then be given plastic straws of varying colors and lengths. Students will be paired up with the classmate next to them (10 groups of 2 and 2 groups of 3) and asked to construct different types of triangles with the different length of straws. This should take about ten minutes. After working in groups, students will discuss what lengths worked, what lengths did not work, and compare results of other groups. o To finish the lesson, students will be given will be shown three different triangles on the board with labeled angle measurements. Students will be asked what all three triangles have in common regarding their angles (they add up to 180 degrees). Students will then be given a worksheet where they will be asked to find the three measurements that add up to 180 degrees and then classify the triangle based of angles. c. Questions: o o o o Will students be able to recognize certain characteristics of a triangle? Will students be able to identify different types of angles in a triangle? Will students be able to accurately measure and solve for missing angles in a triangle? Will students be able to classify triangles based on their side lengths. d. Classroom Management: Expectations and goals of what is to be achieved during the lesson will be described for students. A bell will be used as a signal for the students to stop what they are doing and listen. The bell will be rung once to quiet the student's down. It will be rung twice as a warning. If it is rung three times, five minutes of recess will be taken away from the whole class. Students will also be notified of how much time they will have to complete an activity and will be given time checks throughout each activity. e. Transitions: Students will stay seated at their desks for most of the activity. They will be given a chance to come up to the board to place their triangles in the correct sailboat category and will work in groups for comparing angle side lengths. 9. Closure: Students will complete an exit ticket describing the properties of an equilateral triangle and then drawing an example of an acute, obtuse, and right triangle. Exit Ticket 1.Explain the properties of an acute triangle. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 2.Draw each of the following types of triangles. Acute Right Obtuse Exit Ticket 1.Explain the properties of an acute triangle. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 2.Draw each of the following types of triangles. Acute Right Obtuse Triangle Properties: All triangles have: 3 sides 3 angles 180 degrees Some triangles have: All acute angles 1 obtuse angle All sides equal All angles equal 2 sides equal 2 angles equal No sides equal Classifying Triangles by Side Lengths Vocabulary 1. Equilateral Triangle – a triangle with all sides the same length (congruent) 2. Isosceles Triangle – a triangle with at least two sides of the same length (congruent) 3. Scalene Triangle – a triangle with no sides the same length Name _______________________ Date ___________ Geoboard Triangles ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ....... ....... ....... ....... ...... ...... ...... ...... ...... ...... ...... ...... ....... ....... ....... ....... ...... ...... ...... ...... Name: ______________________________ Date:_______________ Directions: Find the sum of 180 using 3 of the 4 numbers in each set. Please circle or highlight your answers. Example: 100 75 15 65 =180 degrees ------------------------------------------1. 75 60 25 80 2. 13 62 60 107 3. 99 18 66 15 4. 59 79 43 58 5. 110 24 36 120 6. 60 65 70 55 7. 39 50 91 81 8. 45 65 90 70 Key Directions: Find the sum of 180using 3 of the 4 numbers in each set. Please circle or highlight your answers. Example: 100 75 15 65 --------------------------------------------1. 75 60 25 80 2. 13 62 60 107 3. 99 18 66 15 4. 59 79 43 58 5. 110 24 36 120 6. 60 65 70 55 7. 39 50 91 81 8. 45 65 90 70 Name: ______________________________ Date:_____________ Enrichment Practice: If it is a _________, then it has three angles. If it is a triangle, then it also has ___ sides. If it is a(n) ________ triangle, then all of its angles are acute. If it is a right triangle, then one of its angles measures exactly ____ degrees. If it is a(n) ________ triangle, then it has one obtuse angle. If it is an equilateral triangle, then it has ___ sides that are the same length. If it is an isosceles triangle, then it has ___ sides that are the same length. If it is a scalene triangle, then it has ___ sides that are the same length. Enrichment Key: If it is a triangle, then it has three angles. If it is a triangle, then it also has 3 sides. If it is a(n) acute triangle, then all of its angles are acute. If it is a right triangle, then one of its angles measures exactly 90 degrees. If it is a(n) obtuse triangle, then it has one obtuse angle. If it is an equilateral triangle, then it has 3 sides that are the same length. If it is an isosceles triangle, then it has 2 sides that are the same length. If it is a scalene triangle, then it has 0 sides that are the same length.