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Teacher Candidate:

Samantha Reed

Date: Wednesday 2/19/14 Coop. Initials

Cooperating Teacher: Jessica Mack Group Size: 25 Allotted Time

45 minutes Grade Level Section


Subject or Topic:

Math- Triangles and Angles

STANDARD: CC.2.3.4.A.1 Draw lines and angles and identify these in two dimensional figures. I. Performance Objectives (Learning Outcomes): The fourth grade students will create different types of angles and triangles by correctly identifying their type. II. Instructional Materials -Knex pieces for each pair -Game cards for each pair -Large construction paper -Student workbook III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea). A. Prerequisite skills 1. Basic understanding of triangles. B. Key Vocabulary 1. Equilateral: all sides equal 2. Isosceles: at least two side equal in length 3. Scalene: no equal sides 4. Right angle: a square corner 5. Acute angle: less than a right angle 6. Obtuse angle: greater than a right angle but less than a straight line. C. Big Idea: Triangles can be Equilateral, Isosceles, or Scalene. Angles can be right, obtuse or acute. IV. Implementation A. Introduction 1. Using triangles of each type that have been made up before the lesson, hang them in front of the class, and ask them to turn to their partners and to

see what they notice about the triangles and what make them the same and different. B. Development 1. Have the groups share what they noticed about the triangles and what they saw similar and different and why they think I may have them organized differently. 2. Hopefully students will notice the difference in the length of each of the triangles sides. If they do not then point it out to them. 3. Next explain each type of triangle. Show the equilateral, and turn over the name and explain that the sides of an equilateral triangle are always equal. 4. Now show the isosceles triangle and explain, that at least two of its sides must be equal in length. 5. Next show the scalene triangle and show that none of its sides are equal. 6. Now show the three angles previously made with Knex. Have the student once again discuss them in their groups and then share with the class. 7. Hopefully the students notice that the angles are different. If not get them to think about the different sizes. 8. Now turn around the right angle and show that a right angle is a square angle. 9. Now turn the acute angle and explain that it is smaller than a right angle, and then turn the obtuse and explain that it is greater than a right angle. 10. Now tell the students they will be using knex to practice making their own triangles and angles. 11. Students will be working with the partner they are sitting next to. Each pair will get a bag of knex and game cards, and a piece of paper for each of them. Pairs will take turns picking the game cards and telling their partner what they must create. The partner must then use the knex to make the shape or angle and then trace it onto their paper. The other partner will check to see that they have done it correctly. C. Closure 1. Have students put their knex pieces back into the bag and collect them and the papers they have made. 2. Have students write down 8-2 in their workbook for homework. D. Accommodations/Differentiation 1. Have partners work together to help one another. Also walk around and monitor any students that may need additional help. E. Assessment/Evaluation Plan 1. Formative- The game sheets will be collected and the workbook page will be looked at. 2. Summative-There is no summative assessment for this lesson.

V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught)

Remediation Plan

B. Personal Reflection 1. How effective was the game and game board in assessing the students in their ability to create and identify triangles and angles?

2. How could this lesson be improved?

VI. Resources Charles, Randall I. "Chapter 8." Scott Foresman-Addison Wesley Math. Teacher's ed. Vol. 2. Menlo Park, CA: Scott Foresman Addison Wesley, 1999. 200-03. Print. Grade 4.