Adam Staiger

Lesson Plan #1

Topic: Angles
Goal of the Lesson: To understand the concepts, relationships, and facts about angles in order to solve
problems that relate to classroom instruction and real-world models.
Common Core State Standards (CCSS) relating to goal:
7.G.B.5 - Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step
problem to write and solve simple equations for an unknown angle in a figure.

Performance Objectives: By the end of the lesson:
The students will be able to identify key words in given in real-world modeled or
classroom modeled problems in order to solve what is asked. They will identify these
words by underlining or circling them, and then use the appropriate equations or
formulas given to solve the problem. The students must be able to show the mastery of
this skill by performing on an exam to at least 80% or higher competency.
The student will be able to solve for unknown variables in problems given as a word
problem or a visual diagram. They will identify what is needed to be solved by setting up
the appropriate equation or visual aid if it is a word problem. The students must be able
to show the mastery of this skill by performing on an exam to at least 80% or higher
competency.
The student will be able to take the skills acquired in this lesson and apply them to other
lessons in the unit.
Materials Needed: Notebook, textbook (if available), formula sheet (if available), writing materials,
whiteboard/chalkboard, SMARTboard (if available), markers/chalk, writing instrument, work packet for
lesson reinforcement, ruler, protractor (if needed), compass.
Length of Lesson: 1 weeks, depending on the level of the class.
Introduction: As the students enter the classroom and become settled, I would begin the class by
welcoming them back to class, and begin the lesson by asking around the classroom about what do the
students remember or tell me about angles. As each student gives their answers, I would write them on
the board, and have the students group any of these ideas together if there is anything linking them
together. After taking about ten minutes to write it out and group. I would begin by discussing what the
purpose of angles are, where they are used in the real world, and relate the concept to sports that the
students have an interest in.
Development: The beginning of the class will be using the direct instructional model. I would begin by
handing out a terminology sheet with a list of vocabulary words for the students to fill out. The
definitions would be the traditional definition, but the students would write it out in such a way that he
or she can understand and recall the information. As I walk around the room talking about the
definitions, I would be calling on students to help construct the definitions. Also during this time, I
would approach the board and draw visual aids to tie to the vocabulary words. As I am doing this, the
students would be drawing the visual aids I drew to help them out.
After I finish the vocabulary, I would write a simple problem on the board and go through the step by
step process of solving it. I would begin by writing down what values I do know and what values I dont
know, and also explain that drawing a picture would help put the problem into perspective. After going
through a few examples, I would have the students break up into small groups of three students (or
four, depending on the size of the class), and I would write a few problems that would be a bit tougher
in difficulty for the students to work on. During this time, I would move into a type of Socratic Seminar
Model. The students would be focusing on discussing the problem, and trying different ways to solve the
problem. Besides gaining the ability to understand how to do the problem from their classmates if they
have minor trouble, they are also developing socialization skills that are necessary to operate in the
outside environment. I would walk around the classroom to observe the progress of each group and
offer any help or explanation if it is necessary, and also correct any behavior problems that may arise.
After the groups have met to solve the problems, I would have the groups go up and present one
answer from the problems given in class to work on. After putting the answer on the board, I would ask
the groups of students how they proceeded to solve the problem and explain it to the class. After going
over the problems, there would be a few problems assigned for independent practice, some being taken
from the textbook and some constructed by myself. They will being the independent practice in class
and would finish the rest for homework.
Accommodations and Modifications: For the students who have completed the work early and have
shown mastery of the current subject, I would provide those students with a few more difficult
problems to challenge their thinking and reasoning abilities. If it is shown to be adequate, I would assign
a reading into the next lesson as to give them some familiarity with what is next. For the students who
need extra help, a few extra easier problems would be assigned to help reinforce the basics of the
lesson. If there is still difficulty, a one on one help session would be held after-school to find where the
weaknesses of the student lie in this lesson, and help them overcome the weakness and master the
material. For students that have certain learning disabilities, extra allowances will be made (one on one
sessions, video supplements, and positive reinforcement).
Supplementary Practices: In the case of diverse students, materials will be made for the students will
specific needs or difficulties. In cases of certain students, group work will be made more readably
available to have those students to work with each other, and have them either move ahead, or get
more personalized instruction from myself.
Closure: Near the end of the class, I will recap on what we learned today, and ask the students for any
tie-ins that they can relate to. Also, I will give some details as to what we would be doing in the next
class.
Independent practice: The guided/independent practice problems that was not completed in class
would be done for homework.
Evaluation: The evaluation of the lesson will be done by giving a homework check. I would have the
students put down answers they worked out on a paper to be passed in for me to check. After it is
collected and we go over the problems in class, I will evaluate the students indirectly by asking the
answers to questions and how they worked them out. With this type of evaluation, I am able to see if
certain students know the material, or if they got the answers on their homework from other students.
At the end examining the homework answers and verbal evaluation, I would determine at that point if
certain aspects of this lesson should be re-taught, or continue on with the unit. At the conclusion of the
topic of angles, an exam will be given to determine the amount the students learned. Depending on the
results of that exam, certain areas will be re-taught.