Download File - Kristina Kondakji

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.