Download Generic Lesson Plan Format

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