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Lauren Doane MSSE 471 Folio #1 Mathematics Lesson Plan Teacher’s name: Lauren Doane Date: 4/1/09 Subject: Mathematics/Geometry Grade Level: 6th Topic: Polygons-Triangles (isosceles, equilateral, scalene, right, acute, and obtuse) *Students can make connections between these two lessons on geometry of polygons (inter-connected); cover topics about triangle classifications first, then move onto how to find the area of a triangle and perimeter of a square* Essential Questions/Big Ideas 1.) How can triangles be classified by their side lengths? 2.) How can triangles be classified by their angle measures? 3.) What are the classifications for side lengths? (Specific names) 4.) What are the classifications for angle measures? (Specific names) SOL Content Area, Number, and Description 6.14 The student will identify, classify, and describe the characteristics of plane figures, describing their similarities, differences, and defining properties. i. Classify triangles, quadrilaterals, pentagons, and hexagons. ii. Classify a triangle based on the size of its angles and/or its sides. v. Classify a triangle by its angles. vi. Classify and describe the similarities and differences in sets of triangles by sorting National Standards: National Council of Teachers of Mathematics (NCTM) Geometry and Measurement for Grade 6: Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships Specify locations and describe spatial relationships using coordinate geometry and other representational systems Apply transformations and use symmetry to analyze mathematical situations Use visualization, spatial reasoning, and geometric modeling to solve problems *Lesson also addresses the communication, problem solving, representation, connections, and reasoning NCTM standards Learning/Instructional Objectives (connects to above SOL and NCTM standards) The students will understand that: A triangle can be classified according to the length of its sides A triangle can be classified according to the measure of its angles Triangles can be classified as scalene, isosceles, and equilateral (based on length of sides) Triangles can be classified as acute, obtuse, and right (based on measures of its’ angles) 1 The students will know: A scalene triangle has no sides of the same length or angles of the same measures; all side lengths are different sizes and all angle measures are different An equilateral triangle has all sides of equal length and all angles are equal in measure (60 degree angles) An isosceles triangle has two sides of equal length and two angles of equal measure An obtuse triangle is a triangle that includes one angle that is greater than 90 degrees, but less than 180 degrees A right triangle is a triangle that includes one 90 degree angle An acute triangle is a triangle that has angle measures all less than 90 degrees, but greater than 0 degrees The students will be able to do: Classify triangles based on the measures of their sides (comprehension) Classify triangles based on the measures of their angles (comprehension) Sort/categorize triangles into categories based on the length of their sides and measure of their angles (analysis) Draw triangles that are scalene, equilateral, and isosceles (application) Measure the sides of a triangle and the angles of a triangle to determine the degrees of a triangle (application) Key Guiding/Instructional Questions 1.) What is an equilateral triangle? An isosceles triangle? A scalene triangle? 2.) What is a right triangle? An obtuse triangle? An acute triangle? 3.) Can a triangle be named using both angle measure and side length classifications/names? 4.) What types of instruments can you use to measure the sides of a triangle and the angles of a triangle? 5.) What methods did you use to sort your triangles? Set Induction/Warm Up/Hook: I will initially focus/engage my students’ attention at the beginning of the lesson by having them complete a quick pre-assessment on triangles to see how much they already know about the different classifications of triangles. Lesson Body and Sequence (45 mins) Time Teacher (what the teacher will do): 5 mins The teacher will begin the day with a warm-up/pre-assessment for the students to work on and complete before the actual lesson starts. I will answer any questions the students have at this point, but will not give away any answers just yet. I will make sure to tell Students (what the students will do): The students will come into the classroom and sit in their assigned seats. They will individually work on their warm-up/pre-assessment that the teacher passed out to them. 2 them it’s not for a grade, and it is just for me to see how much they already know. 2-3 The teacher will then briefly tell the mins students what they will be learning about today (the SOL/objectives), and will hand out a notes page to each student for them to fill out as she goes through the PowerPoint. 8-10 The teacher will go through a mins PowerPoint slideshow with her students about the different classifications of triangles (isosceles, equilateral, scalene, acute, obtuse, and right). The teacher will answer any questions her students may have. 15 After the teacher is done going through mins the PowerPoint with her students, she will give her students directions about the activities that they will be doing shortly. They will be completing an activity on sorting/classifying triangles based on different properties (place the correct triangle cutout under the correct column name/classification), and will draw/measure their own triangles using protractors and rulers (teacher will ask students to draw an equilateral triangle, obtuse triangle, right triangle, etc). The teacher will hand out all materials needed, and will walk around the classroom acting as a facilitator during the activities, answering any questions posed. Question: What types of instruments can you use to measure the sides of a triangle and the angles of a triangle? Student #1: “Using a ruler and a protractor.” Teacher: “Which one is used for which and how do you know?” Student: “Ruler for the sides lengths, and a protractor for the angles.” 5 mins The teacher will then quickly go over the correct classifications to the activities, making sure her students The students will listen quietly in their seats. While the teacher is showing the PowerPoint on classifications of triangles, the students will be taking notes on this information on their notes page (fill in the blanks). If they have any questions, they will raise their hand and ask the teacher. The students will listen to the directions from their teacher so that they know what to do during the activity. They will complete the sorting/classifying activity in groups that the teacher chooses, and will complete the drawing activity individually. They will also make sure to ask any questions they have at any point in time. The students will have a whole class discussion about how they classified their triangles, and will share their 3 understand the content (will ask the students what they came up with). Question: What is an equilateral triangle? An isosceles triangle? A scalene triangle? What is a right triangle? An obtuse triangle? An acute triangle? Question: Can a triangle be named using both angle measure and side length classifications/names? Student #1: “No, they can only be named using one name.” Teacher: “Are you sure? Explain your reasoning?” Student #2: “Yes, they can.” Teacher: “How so? Explain? Provide an example.” 5 mins The teacher will have the students fill out an exit pass before leaving the class that day where they will need to state 3 things they learned, 2 things that they found interesting, and 1 thing they still have a question about. This will help the teacher know where her students’ understanding was at the end of the day, and where she will need to start the next lesson. She will also hand out their homework to complete for the following school day. drawings and how they knew how to draw each one (will hold their drawings up for everyone to see). Their drawings and sorts will act as formative assessments. Question: What methods did you use to sort your triangles? Student #1: “Looking at their side measures.” Teacher: “Why not their angle measures?” Student #1: “Because we’re looking at equilateral, isosceles, and scalene which are names used for side lengths.” Teacher: “Correct!” The students will fill out their exit passes on their own piece of paper to hand in to the teacher before they leave for the day. This will help the teacher assess her students. Differentiation/Diversity Plan Student(s) ELL students Category/Characteristic Accommodations English language Visuals (PowerPoint), worksheets, learners working in groups, manipulatives ESL students English as a second Visuals (PowerPoint), worksheets, language working in groups, manipulatives Cannot hear completely Visuals (PowerPoint), manipulatives, working in groups, use microphone when teaching Attention-Deficit Movement, group work, Hyperactivity Disorder manipulatives Hearing Impaired Student ADHD Assessment Plan: I will know that my objectives were met by observing the students as they work on classifying and sorting the triangular cutouts into the different categories, 4 and I will be able to assess their understanding by seeing if they draw/measure each type of triangle correctly. I can also assess my students by asking them questions throughout the lesson. Materials: In order for teaching and learning to take place in the classroom, the teacher will need to be able to access a computer/PowerPoint, and will need to make cutouts of different classifications of triangles to hand out to the students for their activity. Also, the students will need access to protractors to measure the different angles of triangles, and will need access to rulers to measure the lengths of the sides of triangles. They will also need pencils and blank sheets of paper. Closure/Exit Pass: In order to make sure the students leave the lesson thinking about the content, the teacher will have the students complete a quick and brief exit pass to check for understanding, as well as see what they enjoyed and/or are still having trouble with (3-2-1 exit pass). Print Resources: Websites that contain different activities for helping students learn how to classify triangles according to their sides and angles (eDhelper.com), middle school textbooks for teaching about polygons and geometry (NCTM Process Standards textbook), websites containing helpful information about how to teach students to classify triangles, google.com *This lesson also was designed to address the adolescent needs of relevance, academic engagement, short attention span, movement, peer interaction, and development of self efficacy. It also addressed the unique needs of ELL students, students with reading or processing problems, students will various ZPDs, and students who need extra assistance/support in mastering the content. 5