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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie Carbone


Date
11/13/14
Subject/ Topic/ Theme Lesson 3- Angles of Triangles
Grade __8th__
I. Objectives
How does this lesson connect to the unit plan?
-In this Unit on Triangles and Angles: In this lesson, students will use what they have learned about different types of angles to determine the angle measure of the
interior angles of a triangle, and will be able to solve for missing angle measures using what they know about angles and what they will learn about the sum of the
interior angles of any triangle.
cognitiveR U Ap An E C*

Learners will be able to:

Determine the relationship between the three interior angles of a triangle.


Identify the relationships between the interior and exterior angles of a triangle.
Define and measure interior and exterior angles using equations.
Apply what students know about different congruent angle types learned in Lessons 1 and 2, and interior and exterior
angle measure, to solve for missing angles.

physical
development

socioemotional

U, An
U, An
U, Ap, An
A, E

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.8.G.A.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when
parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

-Students must be able to measure angles by using a protractor and basic algebra to solve for a missing
angle measure, given the measures of the other angles. Students will also need to be able to use what
they have learned about adjacent, vertical, supplementary, corresponding, alternate interior, and
alternate exterior angles to solve for unknown angle measures.
Pre-assessment (for learning):

-Students will need to define corresponding angles, alternate interior, and alternate exterior angles at
the beginning of class. Use the homework as a guide, and also base achievement by the problems each
student did on their whiteboards during the previous lesson.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

-In the introduction of this lesson, students are encouraged to think of what the prefix tri- really
means to help students understand a triangle and the sum of its interior angles.
Formative (as learning):

-Students will solve problems on their individual whiteboards and show them to the teacher before
they can continue.
Summative (of learning):
-Homework will be assigned, and a test will be given at the end of this Unit.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible
-There will be worksheets to help
students distinguish between the
different types of angles. This
worksheet will be a reference sheet
that students can use throughout the
year.

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction
-Students will be able to cut out and
use paper triangles to visualize the
sum of the interior angles of a
triangle. They will also be using
their own whiteboards.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
- Students will get to play with
paper pieces, trying to make the
pieces fit together in a different way
to show that the 3 angles of a
triangle adds to 180 degrees.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

- In addition to having students


draw triangles on a whiteboard,
they will be playing with 2
triangle cut-outs to help them
visualize the sum of a triangles
interior angles.

Provide options for comprehensionactivate, apply & highlight

- Again, reference worksheets


will be handed out that the
students can work through and
takes notes on for future
reference.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom


be set up for this lesson?

Provide options for expression and


communication- increase medium
of expression

-Students will be able to express


their answers through a
worksheet, whiteboards, paper
cut-outs, by conversing with
their peers, and answering
questions.

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

-Students will get to work in


pairs as they work through
examples on their own
whiteboards. However, when
consulting a peer, they must ask
leading questions, i.e. they
cannot give their peer the
answer, but rather lead them in
the right direction.

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

- The teacher will be able to


monitor progress via the inclass practice on whiteboards,
observing how the students
interact with the paper cut-outs,
and how they answer and ask
questions as they begin their
worksheets in class.

-Students will be able to


monitor their progress by doing
problems on their own
whiteboards and showing them
to the teacher.

For the students:


- a protractor, ruler, a graphing whiteboard, dry erase marker, eraser, and a transparency sheet
For the teacher:
- Print 10 copies of worksheet that students can start in class and finish for homework.
- Print 20 copies of a large triangle for students to label and cut out.
- Make sure all the students have access to protractors and rulers.
- Teachers edition of the math book to pull out examples.
-The 2-person lab tables will be set up in a U-shape, with all students facing the front/center of the
classroom. The students will need to face the Smart board as I will be using the doc cam and Smart
board.

III. The Plan


Time

2 min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Have students get:
-Students will collect the supplies they need.
Graphing whiteboards
Markers and erasers
Transparency sheet
Protractor
Ruler
-What do we know about the sum of the interior
angles of a triangle?
tri means 3
What words can we think of with the
prefix tri?
o Triathlon
o Tricycle
o Trimester
This will introduce students to the concept
of the 3 angles in a triangle.

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-Students will raise their hands to offer what they


know about the interior angles of a triangle.
-Students will give examples of words with the
prefix tri.

Development
(the largest
component or
main body of
the lesson)

5 min

10
min

4 min

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-What is the sum of the interior angles of a


triangle?
Hand out worksheets with large triangle
printed on them, 2 triangles to each
student. Instruct students to cut out the
triangle, and label each of the interior
angles of that triangle.
Instruct the students to measure each
angle of the triangle and write the
measurement on the paper triangle in that
angle. Then instruct the students to cut the
triangle into 3 pieces, leaving one of the
original 3 angles on each piece.
Now how can we figure out the sum of
the interior angles of a triangle?
Have the students line up the 3 cut angles
of the original triangle, such that they
create 3 adjacent angles. What can we
notice about these 3 adjacent angles and
their sum? These angles should create a
straight angle, such that it measures 180
degrees.
After students have grasped the idea of the
sum of the interior angles of a triangle,
give them 2-3 examples that they can do
on their own whiteboards.
Examples:
o 2 interior angles measure 30 and
the other 60. What is the measure
of the third angle? (90 degrees)
o 2 interior angles measure 56 and
the other 49. What is the measure
of the third angle? (75 degrees)
o 2 interior angles measure 38 and
the other 71. What is the measure
of the third angle? (71 degrees)
Examples with one-step variable
problems:
o 3 interior angles measure x, 32
and 2(x-61). What is the measure
of x? (90 degrees)
o Use examples from page 112 in
teachers edition under Example
1.

-Students will hypothesize and present their ideas


regarding the sum of the interior angles of a
triangle.
-Students will cut out one triangle, and label the
angles with the same letters for each triangle. Ex:
Triangle 1: ABC and Triangle 2: ABC have
corresponding angles.
-Students will measure their triangle and write in
the angle measures on both triangles. They will
then cut one of their triangles according to the
directions.

-Students will follow the directions and work with


the triangle cut-outs to prove that the sum of the
interior angles of a triangle is 180 degrees.

-Students will work through these examples on


their own whiteboards, and hold them up for the
teacher to check.

-Students will work through these examples on


their whiteboards, showing them to the teachers
when they are finished.

-What would be an exterior angle of this


triangle?
Draw a triangle on the board, extending
each of its edges past each vertex. An
exterior angle of a triangle is the
supplementary angle of any corresponding
interior angle.
Have the students use their 2nd non-cut out
triangle (which is congruent to the first
triangle) to show that the measure of one
exterior angle of a triangle is equal to the
sum of the 2 opposite interior angles of
that exterior angle.
After students have grasped the idea of
exterior angles of a triangle, give them 2-3
examples that they can do on their own
whiteboards.
Examples
o An interior angle of a triangle
measures 55 degrees. Find the
measure of the exterior angle at
that vertex. (125 degrees)
o The 2 opposite interior angles
measure 30 and the other 60.
What is the measure of the third
angle? What is the measure of the
exterior angle at x? (90 degrees)
o The 2 opposite interior angles
measure 25 and the other 60.
What is the measure of the third
angle? (95 degrees) What is the
measure of the exterior angle at
x? (85 degrees)
o More examples on page 113 in
teachers edition of the math
book.

3-4
min

15
min

10
min

-Have the students work through several problems


on their whiteboards, time-permitting, leaving
about 10 minutes for the students to start a
worksheet and then finish the remainder of the
worksheet for homework. (Worksheet is attached)
2 min

Closure
(conclusion,
culmination,
wrap-up)

-Today we learned about the interior and exterior


angles of a triangle. Can anyone tell me what we
learned about the interior angles of a triangle?
-What did we learn about the relationship between
the interior and exterior angles of a triangle?

-Students will hypothesize what an exterior angle


of a triangle is, using their 2nd paper triangle.

-Students will take the 3 pieces from their cut-out


triangle and use them to show that any exterior
angle of that triangle is equal to the 2 opposite
interior angles of that exterior angle.

-Students will work through the examples on their


whiteboards and hold them up to the teacher to
check them.

- Students will continue to finish examples on their


whiteboards and volunteer to walk the teacher and
their class through one of the examples. They will
then begin their worksheets, and ask questions as
they work.

-Students will volunteer to answer the questions.

-Students will put their extra materials away.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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This lesson went very well! At the beginning of class, I reviewed with the students the material from the previous day that
seemed confusing. I had the class split into two groups, and as they worked on their worksheets, Ms. Mak and I helped the
students in our groups, and this was just enough for the students to understand and determine different types of congruent
angles and solve for angle measures. After this review, I had students cut their paper triangles as described in this lesson, and
they were able to apply what they previously knew and what they observed about the paper triangle pieces to conclude that
the sum of the interior angels of any triangle is 180 degrees. I then gave the students practice problems using one variable and
also two-step equations to solve for missing angle measures. Then we moved on to learn about exterior angles of triangles and
how to measure them. The students caught on quick and were excited to work on practice problems. Overall, this lesson went
very well, the students met their goals, and the students were engaged. The only thing I might try differently is adding a more
challenging element, as this concept seemed rather easy for this class.

11-13-14