Subject: Math (paired with Social Studied and Music) Grade: 6th

Name: Megan Jones

Topic: Angles, Similar and Congruent Triangles Days to teach: 6-8

Anticipatory Set
A. Objectives

1. After the given lessons, lectures, in class practice, and discussion

the student will be able to identify the sides and different angles of
a triangle by answering matching questions on a quiz (M2B06 –
identify and justify an angle as acute, obtuse, straight, or right) (A,
V) (S.S. and Music)

2. After the given lessons, lectures, in class practice, and discussion

the student will be able to classify similar and congruent triangles
and solve problems by answering multiple-choice questions on a
quiz. (G1A06 – identify similar and congruent shapes) (A, V) (S.S.
and Music)

B. Teaching Resources and Special Instruction

1. Teacher Resources and Technology

Textbook
Video: http://www.youtube.com/watch?v=o2Z6tDSb6c8
Video: http://www.youtube.com/watch?v=KjhP3vISXks
PowerPoint
Worksheet/Practice Problems

2. Student Resources and Technology

Textbook

C. Motivation

1. Team, meet in large group and learn to “walk like an Egyptian.”

(S.S. and Music)
2. Individual, watch videos and create a graphic organizer about
triangles and angles.
3. As a group watch second video and contribute to the class KWL
chart about the different types of triangles; similar and congruent.

D. Background and Prerequisite

 1. What is an angle?
2. What is a triangle?
3. What makes up a triangle?
4. What is a pyramid? (S.S. and Music)
5. Is a pyramid a triangle?
6. Where do you find pyramids often? (S.S. and Music)
7. Does anyone know what geometry is?

E. Vocabulary Development

1. Angle – the measurement, by degrees, inside of a triangle

2. Obtuse – a triangle/angle that has a degree measuring greater than
90 degrees.
3. Acute – a triangle where all angles are less than 90 degrees.
4. Right – a triangle that has exactly a 90 degree angle

5. Scalene – having all sides of unequal length.

6. Sides – the straight edges that create a shape.
7. Triangle – a three sided shape.
8. Isosceles – a triangle with two equal sides.
9. Equilateral – a triangle with all three sides that are equal.
10. Similar – triangles with the same shape and corresponding angles
and sides.
11. Congruent – triangles with the same shape, size, and angles.
12. Pyramid – A solid figure with a polygon has a base that has a
pointed top.
13. Geometry – the study of shapes and space.

F. Differentiation Instruction

1. Enrichment- Students will create power points on the different types of

triangles and where they are most frequently found, used, and applied in
real life situations.

2. Special Learning Accommodations- Students will study with a partner

using triangle cut-outs to help them visualize and learn the different
requirements that make up each triangle.

II. Instructional Input

A. Identify the parts of a triangle (Obj. 1)

1. Sides
2. Angles
i. acute
ii. isosceles
 iii. obtuse
iv. right
v. scalene
vi. equilateral

MID: Model parts of triangle using smart board and PowerPoint. Model the different angles by
creating the different angles using your arms.

???What makes a triangle?

???How are these parts labeled?
???What makes a triangle different than other geometric shapes?
???What are the five different types of triangles?
???Can a triangle be more than one of the descriptions at the same time? i.e scalene and right?

B. Classify similar and congruent triangles (Obj. 2)

1. Similar
2. Congruent

MID: Model similar and congruent shapes using PowerPoint and example around the room.

???What is a similar shape?

???What is a congruent shape?
???Which one of these (provide examples) shapes is congruent to the other?

C. Apply the knowledge to solve problems (Obj. 1,2)

1. Using the graphic organizer, is there any information that needs to be moved
or changed?
2. Identify the different angles, acute, obtuse, right?
3. Classify the different types of triangles, acute, obtuse, right, isosceles, scalene?
4. What is the difference between similar and congruent shapes?
5.Which one of these shapes is similar?
6. Which one of these is congruent?

MID: work through practice problems together

???Model how to read word problems. Model how to follow directions of problems and to
properly answer all questions.

III. Student Accountability

A. Checking for understanding – During instructional input constantly use a variety of

methods to make sure that students are where they need to be, and scaffolding is taking
place.
 B. Guided practice

1. The student will take notes over what makes a triangle and the different angles.
(Obj. 1, 2) (A, V) (S.S. and Music)

2. Working with a partner the student will complete practice problems on a

worksheet while listening to appropriate music. (Obj. 1,2) (A, V) (S.S. and Music)

3. After a certain triangle or angle is described the students will use their cut out
triangles to show the correct angle or triangle described. (Obj. 1,2) (A, V, T/K)
(S.S.)

C. Independent practice

1. The students will be assigned 5-15 problems out of the textbook or on a

worksheet to be turned in the following day for a grade. (Obj. 1,2) (A, V)

2. The students will become architects and build a structure (i.e. pyramid, bridge,
building, statue, etc.) using a variety of the triangles they learned about, and will
explain why they choose those triangles. (Obj. 1,2) (A, V, T/K) (S.S. and Music)

D. Transfer and Application

1. The students will complete a quiz with extra credit questions asking about
knowledge of Egypt that was discussed in class. (Obj. 1,2) (A,V) (S.S. and Music)

IV. Closure

A. Review game, triangle and angle bingo working on teams and the blackboard (to
promote movement and cooperation). (Obj. 1,2) (A,V,T/K)

B. Team, discuss parents night were presentations (what they learned about triangles and
angles), projects (structures built), and performances will be displayed and presented.
(Obj. 1, 2) (S.S. and Music)

V. Self Evaluation

A. During the lesson an online journal of what works well and what does not will be
written in regularly.