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You are on page 1of 5

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*

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

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)

-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?

11-13-14

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.

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.

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.

mathematical expressions, and

symbols- clarify & connect

language

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.

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?

be set up for this lesson?

communication- increase medium

of expression

their answers through a

worksheet, whiteboards, paper

cut-outs, by conversing with

their peers, and answering

questions.

and persistence- optimize

challenge, collaboration, masteryoriented feedback

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.

functions- coordinate short & long

term goals, monitor progress, and

modify strategies

strategies, self-assessment &

reflection

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.

monitor their progress by doing

problems on their own

whiteboards and showing them

to the teacher.

- 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.

Time

2 min

Components

Motivation

(opening/

introduction/

engagement)

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.

11-13-14

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

11-13-14

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.

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.

the triangle cut-outs to prove that the sum of the

interior angles of a triangle is 180 degrees.

their own whiteboards, and hold them up for the

teacher to check.

their whiteboards, showing them to the teachers

when they are finished.

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

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)

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?

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

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.

whiteboards and hold them up to the teacher to

check them.

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.

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.)

11-13-14

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

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