AUSL/NLULessonPlanTemplate

Name:MelissaMcMahon Time:10:0010:45
Subject/Topic:Measuring
angleswithfullcircleprotractor.
Date:24March2014

Objective
CCS:4.MF.C.5Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstand
conceptsofanglemeasurements
4.MD.C.6Measureanglesinwholenumberdegreesusingaprotractor.Sketchanglesofspecifiedmeasure.

Objective(SWBAT):Classifyanglesasacute,right,obtuse,orreflexanduseaprotractortomeasureangleswithin2degrees.

Assessment/ExitTicket:
Assess:DoNow,YouDo,ExitTicket
ExitTicket:Classifyandmeasureanangleusingafullcircleprotractor

Vocabulary/KeyConcepts/WordWall:
classify,measure,fullcircleprotractor,unit,degrees,vertex,directionalarc,acuteangle,rightangle,obtuseangle,reflexangle,straight
angle

Materials/Technology:ELMOandLCDprojector,anchorcharts,SRBp.93,MJp.155,25protractors,ModifiedMathMasterp.
190
Modifications/Accommodations:
Studentswhoneedextrainstructionand/orpracticetosuccessfullymeasureand/orclassifyangleswillcometothebacktable
duringtheYouDoportion.
Measuringprotocolissues:Refertoanchorchart,highlightstartingline,andworktogethertofollowtheprotocol.
Readingprotractorissues:Countthemeasurestogetherfrom010degrees.Identify1and5degreemarks.Practice
countingaroundtheprotractorby10and5degrees.
Classifyingissues:Refertoanchorchart.Colorintheareabelowthedirectionalarc.Thathelpsstudentsvisualizewhether
thereisasquare(rightangle),lessthanasquare(acuteangle),ormorethanasquare(obtuseangle).
Therestofthestudentswillhaveanopportunity,onthetrythisproblem,topushtheirthinkingandpracticeproblemsolvingskillsas
theytrytocalculateareflexanglegivenonlythemeasureofitsexplementaryangle.
AllstudentswillhaveanopportunitytoworkonSTMathwhentheyfinishMMp.190.Thatsanadaptive,differentiatedgradelevel
mathprogram.

Studentsareengagedinsilentreadingbeforethestartofthislesson.Theyhavebeendirectedtostopreading,fillouttheir
readinglog,andcleartheirdeskwhenatimerrings.
Narrationbeginswhenthetimerrings.

Childrencometotherugatthestartofthelessontoreviewtheobjectives.

Today'sobjectiveisto"Classifyanglesasacute,right,orobtuseanduseaprotractortomeasurethemwithin2degrees."
WearegoingtoCLASSIFY(sayclassify)angles.Classifyingislikesorting.Andsofar,weveworkedwiththese3
typesofangles:Holdupyourhandslikethisaswedemonstrateeach:rightangles(90degrees),acuteangles(less
than90degrees),andobtuseangles(greaterthan90degrees).
KnowinghowtoCLASSIFYangleswillcomeinhandywhenwemeasurethem.
WearealsogoingtoMEASURE(saymeasure)angles.Mathematicianshavespecialtoolstomeasureangles,called
PROTRACTORS(sayprotractor).Wewilluseprotractorstomeasureangles.
Mathematiciansalsouseunitswhentheymeasure.Theunitusedwhenmeasuringanglesisdegrees.
Measuringangleswithprecisionisanimportantskillinmath.
Asyoureturntoyourseats,gogettersaregoingtopickupyourtableclipboards.Letmeshowyou
howIvesetthemup.(Holdupredtablesclipboard).Theresasetofyellowdonowsinfront,anda
bagofprotractorsinback.
WhenIsayso,atlevel0,gogettersaregoingtopassoutONLYthedonows.Whenyougetyour
paper,(1)writedownyourname,(2)writedownthedate,and(3)foldyourhandstoshowmeyoure
ready.YouwilldothisatLevel0.
Begin.
NARRATE(especiallynameanddate)

DoNow
Letstakealookatthisdonow.Thedirectionssay,Matchtheangleswiththecorrectclassification:acute
angle,rightangle,obtuseangle,orstraightangle.Drawalinetoconnecttheanglewiththecorrect
classification.Youwillhaveoneminute(settimer)Begin.
Holdthetimer.Standinthefrontandscantheroomasstudentswork.Whenthetimerrings,say,
Pencilsdown.Narrate.

WhenIsayso,(1)atalevel0,youwill(2)passyourDoNowtothecollector,whoisnumber2.
(3)Collectorswillclipthepapertotheclipboard,and(4)puttheclipboardinthecenterofyourtable.
Likethis(demonstrateplacementofclipboardatoneoftwofronttables)
(5)IwillknowyouarereadywhenIhaveyoureyes!

WhatareyougoingtodowhenIsaygo?
PasstheDoNowtothecollector
Whatdocollectorsdowiththedonows?
Clipthemtotheclipboard
Wheredoesthecollectorputtheclipboard?
Atthecenterofthetable
Whatwillyoudoonceyouhavecompletedyourtask?
Putoureyesonyou.
Asalways,whatlevelwillallofthisbedoneat?
Level0.
Begin.

Narrate.

DoNow

Matchtheangleswiththecorrectclassification:acuteangle,rightangle,obtuseangle,orstraightangle.Drawalinetoconnecttheangle
withthecorrectclassification.

AcuteAngle`

RightAngle

ObtuseAngle

StraightAngle

Opening
Standingatthefrontoftheclassroom,Iwilluse
twometerstickstomakeangles.
callandresponsetolabelacute,right,obtuse,andstraightangles.

1)Watchthis!Imgoingtoturntwoordinarymetersticksintoanangle[formarightangle]....BOOM!Lookatmyvertexandthesides.

Thinkaboutthis:Howshouldweclassifythisangle?
Think:Pausefor10seconds
Pair:WhenIsayso,atalevel1,whichisawhisper,youhavetensecondstoturnandtalktoyourpartnertodecidehowweshould
classifythisangle.BepreparedtoexplainyourthinkingBegin.
Letsshare.Howcanweclassifythisangle?Why?(90degreessquareangle)

Letstrysomemore!

2)WhenImovethisside,theangleisnowLESSthan90
o
.
Thinkaboutthis:Howshouldweclassifythisangle?(acute)
(Pause)Onthecountof3everyone:123.Repeatcallandresponseifneeded.(ThisangleisSOOOlittleitsacute)
Coldcall:Why?(lessthan90degrees)

3.Look.Myangleisbackto90
o.
WhenImovethisside,theangleisnowGREATERthan90
o
.
Thinkaboutthis:Howshouldweclassifythisangle?(obtuse)
(Pause)Onthecountofthreeeveryone:123.Repeatcallandresponseifneeded.

4)Look.Myangleisnowastraightline.ItsnameisspecialbecauseitssoeasytorememberitscalledaSTRAIGHTangle.Say
straightangle.

4)Excellent!Watchthis.Imovedthisside,tomaketheangleGREATERthanastraightangle.ThisangleiscalledaREFLEXangle.Say
reflexangle.TodayIamgoingtoteachyouhowtomeasurealltheseangles.Ilovemeasuringreflexanglesbecausetheylooksohardto
measurebuttheywontbehardifyoufocusonthislesson.

Teacherwill... Studentwill... CFU

Ido:

WhenIsayso,atlevel0,takeoutyourSRBandopentopage93.
Begin.
Narrate
DisplaypageonELMO.

WhenIfirstlookedatthispage,Ithoughttherewasamistakeonit!
LookattheACUTEandREFLEXangles(point)
Theylookexactlythesame!
ThenInoticedthereISONEdifference.
StudythoseillustrationsSILENTLYtoseeifyoucanfindthatONE
difference.(pause)

WhenIsayso,youhavetensecondstoshareyourideaswithyourpartner
atlevel1,whichisawhisper.(Pause)Begin.
Whatisthedifferencebetweenthesetwoangles?(ColdCall)
IFstudentanswersthearrow:Thatsright,thearrowisdifferent.
Cananyonerememberanothertermforthisarrow?(Volunteer)
Supplytermifnecessary:Thearrowisalsocalledadirectionalarc
Saydirectionalarc.

Thearrowisalsocalledadirectionalarcbecause
TheDIRECTIONALarctellsustheDIRECTIONoftheangle.
Wearecallingthispart(point)theSTARTINGLINEbecausethatiswhere
thearrow,ordirectionalarc,STARTS.

Youreright:thearrowsaredifferentonthesetwoangles.(Followthearcs

TakeouttheirSRB(Student
ReferenceBook)andopentopage
93atalevel0

...think,duringstrategicallyplanned
waittimeaboutwhatisdifferent
betweenthetwoangles.

Whendirected,studentswillspeakat
alevel1(whisper)totheirelbow
partneraboutthedifferencebetween
theacuteandreflexangleonpage
93(SRB)

withfingerorpointer)
NowIamgoingtoteachyouhowtomeasureangleswithafullcircle
protractor.
Letsfindoutthemeasurementsofthesetwoangles.
Thinkaboutthis:Doyouthinktheywillbethesameordifferent.
Thumbsupforsame,downfordifferent.

Letsfindout.
Watch,asIdemonstratethecorrectmeasuringtechnique:

FIRST:Findthevertex(andlineupthecenteroftheprotractor)
SECOND:Lineupthe0(tothestartingline)
THIRD:Followthearrow(tothefinishline)

Modeleachstep.
Asyoucansee,thisanglemeasurementis60
o

Watch,asImeasurethesecondangle.
FIRST:Findthevertex(andlineupthecenteroftheprotractor)
SECOND:Lineupthe0(tothestartingline)
THIRD:Followthearrow(tothefinishline)

Modeleachstep.
Asyoucansee,thisanglemeasurementis300
o

Returntofrontofroom.Now,weregoingtomeasurethesetwoangles
together.

GoGetters,whenIsayso,youaregoingtopassoutprotractorstoyour
tablegroupatlevel0.
Whenyougetyourprotractor,putyoureyesonmesoIknowthatwecan
begin.
Raiseyourhandifyouareagogetter,orthesubstitute,andare
goingtopassouttheprotractors
Whatyouwilldoafteryoureceiveaprotractor?
Putoureyesonyousowecanbegin
Whatlevelwillwedothis?
...refertoanchorchartonhowtouse
fullcircleprotractor.

...sitattheirdesks,watchingthe
screentoobservehowtomeasure
ananglewithafullcircleprotractor.

Whendirected,theGoGetters(#1)
ofeachtablewillpassthebagof
protractorsdesignatedforeachtable
atalevel0.

Directions

Level0
Begin.
Narrate.
Letsbegin.Putyourfingerontheacuteangle.(circulateandscan)

First,findthevertex.Putyourfingeronthevertex.

ReturntoELMO.
WatchasIplacethecenterofmyprotractorrightoverthevertex.Nowyou
doit.

Second,Lineupthe0.Putyourfingeronthestartingline,likethis
(Model).WatchasIlineupthe0tothestartingline.
Nowyoudoit.

Third,followthearrow.WatchasIfollowthearrow.Nowyoudoit.

Repeatstepswithreflexangle.

Aninfrequentmeasuringerroroccursifprotractorsarebackwards.

IwillrefertothesetwoanglestohelpstudentsIpulltothebacktable
aftertheyarecompletewiththeDoNow,tochallengetheirthinkingand
pushthemtomakeconnectionsonhowtheycanfindthemeasurement
ofananglewithoutaprotractor(seeproblem#5inMathJournal(MJ)p.
155)

Excellent.WhenIsayso,atalevel0,putyourSRBawayandopenyour
MathJournaltopage155.(postpagenumber)

Whatisthefirstthingyouaregoingtodo?
PutawaySRB
Whatareyougoingtogetout?
GetoutourMathJournal
Whatpagetoyouturnto?
page155
Whatlevelisallofthisgoingtobedoneat?

...usetheirprotractortomeasure
theangleasteacherismeasuring
theangleontheelmo.

Whendirected,studentswillputSRB
indeskandgetouttheirMathJournal
atalevel0.

Whendirectedstudentswillopento

Directions
Level0
Begin.
Narrate.

page155intheirMathJournaland
getoutapencil(Whichislocatedat
thecenteroftheirtablegroup)
Wedo(guidedpractice):

Putyourfingeronnumber1.

ThisangleiscalledAngleC,becausethevertexispointC.
Whatisthisangledcalled?
WhyisitnamedAngleC?

LetsclassifyAngleC.
Well,IcanseethatitisLESSthan90
o
sothisisanacuteangle.
WriteacutenexttoAngleCinyourmathjournal.
(Board=Paper)

Nowthefunpart!Wearegoingtomeasurethisangletogether.Firstwe
mustrememberthethreesteps.Whatisthefirststep?
Atalevel1
Whatisalevel1?Whisper
Atalevel1,youhavetensecondstoturnandtalktoyourpartner,
Whatisthefirststep?Begin.
Whatisthefirststep?(ColdCall)
Callonthreepartnerships(Ask,Ask,Ask/Three
beforeMe)

Thefirststepistofindthevertex.(andlineupthecenteroftheprotractor)
Whatisthenextstep?
Lineupthe0

(tothestartingline)(Volunteer)
Howdoweknowwhichsideisthestartingline?(Volunteer)
Howdoweknowwhatsideisthestartingline?
Wedo(guidedpractice):

putfingeronproblemnumber1on
MJp.155

..writeacutenexttoangleCinMath
Journalp.155

...TurnandTalktoelbowpartnerata
level1aboutthefirststepto
measuringAngleC.

Listentopeers,andrespond
whencalledon

Howanglesarenamed

Stepsformeasuring
angles

(ColdCall)

Whatisthethirdstep?
Followthearrow(Volunteer)
IFstudentssayarrow:Whatisanothernameforthisarrow?
(Volunteer)(RightisRight)

WhatisthemeasurementofAngleC?(Volunteer)
60DEGREES
IFstudentdoesnotsaydegrees:60what?60HotDogs?
(RightisRight)
WhatisthemeasurementofAngleC?(ColdCall)
ColdCallthreedifferentstudents.
WhatisthemeasurementofAngleC,everybody?(Calland
Response)

Now,letslookatnumbertwo.Whatisthenameofthisangle?Howdo
youknow?(Waittime)

Atalevel1,turnandtalkyourpartner:Whatisthenameofthisangle?
Howdoyouknow?(TurnandTalk)
AngleD(ColdCall)
HowdiditgetitsnameAngleD?(ColdCall)

Ok,soletslookcloseratAngleD.Howwouldweclassifythisangle?
Atalevel1,youhavetensecondstoturnandtalkwithyourpartner.
Howwouldweclassifythisangle?(TurnandTalk)
ObtuseAngle(ColdCall)
Howdoyouknowthatthisangleisanobtuseangle?(Cold
Call)

WhenIsayso,atalevel2,youwillhaveoneminutetoworkwithyour
elbowpartnertomeasureAngleD.(TurnandTask)
Whoareyougoingtoworkwith?
Whatisyourtask?
Whatlevelwillyoudothis?

..respondtocallandresponse

ThinkingatLevel0

Talkingwiththeirelbowpartner

Talkingwiththeirelbowpartner

Taskingwiththeirelbowpartner

Howtonameangles

ClassifyAngle

Directions

MeasurementofAngle
D

Stepstomeasuring
angles

Level2ispartnertalk.IfKrystianandMarlenaretalking,
NuvienandAnthonyshouldnotbeabletohearwhatthey
aresaying.
Ok,youmaybegin.
Settimer!

TIMERWILLGOOFF(AttentionGettingSignalNarratefor100%)

Letsseewhatmeasurementyougot!Whatdidyouandyourpartner
determinewasthemeasurementofAngleD?
Remember:Pencilsdownandtrackingthespeaker
Callonthreepartnerships(Ask,Ask,Ask/Threebeforeme)
LetsdothistogethertocheckandseethemeasurementofAngle
D.

Whatisourfirststeptomeasuringthisangle?(ColdCall)
Wefindourvertex.
Whatisthevertex?
Letsmeasurethistogether!

Whatisournextstepformeasuringthisangle?(ColdCall)
Liningupourprotractorwiththestartingline?
Howdoweknowwhatsideisourstartingline?
Ifstudentreferstodirectionalarcasarrow:Whatisanother
nameforthat?(RightisRight)

WhatisourfinalstepbeforewecanfindthemeasurementofAngleD?
Followthedirectionalarc.
IFstudentcallitarrow:Whatisanothernameforthis
arrow?(RightisRight)

WhenIsayso,atalevel0,youwillhavetwominutetoclassifyand
measuretheangleinnumberthreeindependently.Ifyoufinishbeforethe
timeisup,thinkabouthowyouwouldexplainhowtocompletethis
problem.
Whoareyougoingtoworkwith?
Yourself

Pencilsdownandeyesonspeaker

Measuringangleinbookasthe
teacherisdoingitontheelmo.

Studentswillworkindependentlyat
theirdesktoclassifyandcomplete
#3onMJp.155

Directions

NamingAngles

Stepsformeasuring
angle

Whatisthefirstthingyouwilldo?
Classifytheangleandthenfindmeasurement
Whatareyougoingtodoifyoufinishearly?
Thinkabouthowyouwouldexplainthisproblem
Ok,youmaybegin
Settimer

TIMERWILLGOOFF(AttentionGettingSignalNarratorfor100%)

LetsseewhatmeasurementyougotforangleWhatisthisangle
named?(Volunteer)
AngleF

Ohyes,AngleF!Ok,howmanydegreesdidyoumeasureforAngleF?
Callonthreestudents(Ask,Ask,Ask/Threebeforeme)
Letscheck!
Weknowourfirststeptofindingthisangleiswhat
everyone?
Findthevertex
Great!Thenwhatisournextstep?(Volunteer)
Whatisourfinalstepafterwehavelinedup0
o
withour
startingline?(ColdCall)
AsIfollowthearc,andseethatthemeasureforAngleF,which
is
WhatisthemeasurementforAngleF?(ColdCall)

Greatjob!Nowitisyourturntotrythisallonyourown!WhenIsayso,at
alevel0,thegogetterstopassouttheDoNowpapersbacktoeach
memberoftheirtable.
Raiseyourhandifyouareagogetterorsubstitute
Whatisyourtask?
Passoutthepapers
Whatlevelarewegoingtodothisat?
Level0
Youmaybegin.

WhenIsayso,atalevel0,youwillhavetensecondstoturnyourpaper

PassoutIDopapersclippedtothe
clipboard

Havepaperturnedtothecorrectside
andhavenamewrittenontop

Directions

NameofAngle

overtothesidethatsaysMeasuringAnglesandputyournameatthe
top.OK.

PutyourfingernexttoNumber1.Thinktoyourself,whatisthenameof
thisangle?
Whatisthenameofthisangle?(ColdCall)

Sofornumberone,youaregoingtolookatAngleG.Youaregoingto
decidewhattypeofangleisAngleG.YouwillwritethenameNEXTto
theangle.
Whereareyougoingtowritethenameoftheangle?
DrawalinenexttoAngleGtoremindyou.

Thenlookbacktothetop:
Thisangleis(greaterthanorlessthan)90
o
Youaregoingtowritethesymbol
Thenyouaregoingtomeasuretheangleandrecordyouranswer

Lookatnumber4.Isthatangle90
o
?Ithinkweneedtoputacaution
sign,becausethatlookslikeitisalmost90
o
.

ThenIhaveachallengeforforyou!Lookat#4and#5inyourMath
Journal.Thisisgoingtobeasuperchallengeforyoutotryonyourown.
Youcannotuseaprotractor,butKNOWyoucallcansolvetheproblem.

WhenIsayso,atalevel0,youwillindependentlyworkonnumbers1
through4.Whenyouarefinished,youwillindependentlyworkonSTMath
onyourtablets.

Letsreview:
Whatareyougoingtoworkon?
Numbers1through4
Whenyoufinish,whatwillyoudo?
WorkonSTMathonourtablets
Whatvoicelevelarewegoingtoworkat?
Level0
Ok,youmaybegin

Followalongtoheardirections.

DrawlinenexttoAngleGtoremind
themtowritetheclassificationof
angle.

Putacautionsignnextto#4

Reviewobjectives

Directions

Youdo(@Bats):

StudentswillworkonthefourAtBatsproblems.Iftheyfinishearly,they
willworkonSTMath.

Iwillpullsomeofthestrongerstudentstothebacktablewhentheyfinish
toworkonachallengeproblem(#4and#5onMJp.155).TheYouDo
setthestudentsuptobepreparedtoanswerthisproblem.Iamgoingto
pullthesestudentstogivethemachallengeandpushtheirthinking.
Youdo(@Bats):

Studentswillbeworkingattheirdesk
atalevel0.

Whentheyarefinishedtheywillget
theirtablets,attheirtable,andwork
independentlyonSTMath

Agroupofstudentswillcomeworkat
thebacktableonachallenge
problem.
ExitTicket

End
CollectorswillreturntablecolorsclipboardswiththeDoNowandYouDototheirtabletoteandgettheExitSlipsfortheirgroupfromthe
TableTote.
AttheendoftheExitTicket,collectorswillreturnthegroupsExitSlipsandbagofProtractortotheirTableTote.

ExitTicket:ClassifyAngleandthenmeasuretheanglewithafullcircleprotractor.