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Lesson Planning Form for Accessible Instruction Calvin College Education Program



Meghan Leuschner

Oct. 13th

Geometry: Angles & Triangles

Grade __3_____

I. Objectives
How does this lesson connect to the unit plan?
Students need to understand shapes in different categories. Knowing the difference between angles will be a helpful tool to
classifying shapes. In this lesson, students will use their new knowledge of angles to classify triangles. Angles are not yet classified
by their measurement (in degrees) but rather how open they are.

cognitiveR U Ap An E C*

Learners will be able to:


Identify and classify angles in relation to right angles.

Use knowledge of angles and lines to classify triangles.

Ap & U

Add angles and triangles with accurate definitions and matching sketches to word wall.
Work with a partner exploring triangles on study jams computer program.

Ap & U


Common Core standards (or GLCEs if not available in Common Core) addressed:
3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share
attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw
examples of quadrilaterals that do not belong to any of these subcategories.
(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.

2.G.1 state standard (recognize and draw basic shapes)

2.G.2 state standard (break shapes into parts)
2.G.3 state standard (makes parts portions)
Lesson #1 (lines): Students must be able to draw lines and understand that we classify angles
according to a right angle (perpendicular lines).
Pre-assessment (for learning):

Pre-test (most students that gave angles a shot, drew angels, not angles)
Formative (for learning):

Outline assessment
(applicable to this lesson)

What barriers might this


Ask what the difference is between the shape of a V and L?

Ask if they are tracking (throughout the group work). They will hand in their self-work. I will correct
them and see which kids I need to work with.
Formative (as learning):

Students will work on study jams with a partner. They need to check with one another for
understanding before they may move on. There is also a small quiz at the end. That will help them see
what they need work on. The quiz is not graded. On the top of the homework/self-work that they hand
in, they will need to rate themselves on how the feel about their understanding.
Summative (of learning):
Final Unit test.
Provide Multiple Means of

Provide Multiple Means of Action

and Expression

Provide Multiple Means of


lesson present?
ELL students
-Student with sensory
-Students who struggle
with attention
-Student who only has 4
fingers and likes to use one
I will add words to word
wall and focus a lot on the
vocabulary. The lesson will
be interactive for the
students who struggle with
attention. I will give the
student with sensory
difficulties the option of his
weighted sock. The boy
with missing fingers and
weaker hand will be given
the option to use a
geoboard on the computer.

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

How will your classroom

be set up for this lesson?

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

The ELMO will be used so that the

students will see the angles on a
string in front of them as well as on
a bigger scale for the whole class
Provide options for language,
mathematical expressions, and
symbols- clarify & connect

Moving string around to create

different angles.

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
-alphabet letter opening
-study jam uses guitar problem

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

-Word wall
-study jams song
-Study jams is read to them
with lots of visuals for vocab

-Hands on string activity

-Word wall
-study jams song
-Computer interactive (study
-self-work sheet

-starts off group work, then

partner work, then self-work.
-Emphasis is on understanding,
not getting answers right or
-home/self-work is corrected
for understanding and graded on
completion, not for right or

Provide options for comprehensionactivate, apply & highlight

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 &

-Word wall
-vocabulary words are
highlighted in book

-complete group work on

-students evaluate their own
understanding on self-work
-complete self-work
-grade self on understanding
Handwriting sheet + review questions
Yarn + tape
Laptops (study jams)
Paper + Markers for word wall
Text books
Printed self-work page (practice master from teachers manual)
Intervention worksheets from day before, **if there were kids who did not understand on self-work

In groups of four with 1 group of 3.

III. The Plan

5 min




Describe teacher activities

student activities
for each component of the lesson. Include important higher order thinking questions and/or
Page 277 #13-18, 20,21 & handwriting warm up.
1) Warm up questions from the
Those who self assessed low or did poorly will be
book will be written on the board and a
called back to the back table for a guided warm up.
hand writing packet that practices cursive
This way you can clear any confusion for them.
of previous days vocabulary terms.
1) Ask what is the difference
between L & V

2) Discuss the difference between

L & V


2) Help define what an angle is: two

lines that join at a point & use yarn to
discover different angles. Classify them
using page 278 & 279. Work as a class 1-4
& 16-18 on page 278-279.

5 min

3) Ask what if you added another

line segment? What shape would you
create? If it was an obtuse angle, what
might we call the triangle? (go through
classifying by angles). We can also
classify by the sides. If all the sides are
equal, what would we call the triangle? An
equilateral triangle! Isosceles triangles
have at least two side the same length and
scalene have all different lengths of sides.

5 min

4) Monitor groups working on study

jams step by step + comprehension quiz.


3) Follow along with group work. Use string to

classify angles and triangles.

(the largest
component or
main body of
the lesson)

5) Give vocab words (two to each

group and ones that correspond: obtuse
angle & obtuse triangle). (definition +
sketched examples).

5) work through study jams with partner

6) Work on word wall. Write definition and give an

example underneath.

6) Help those who need it on selfwork (Practice Master page for triangles
from text book teacher resources). Clarify
any early patterns of misconceptions.

7) work on self-work: Practice Master page for

triangles from text book teacher resources.
REMEMBER: name & self assessment! 1= I need
help, Im lost. 2= I understand, but I need more
practice. 3= Ive got it down, if I tested I would get
them all right.

3 min



9) Triangle song

7) sing along to triangle song & finish up self-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.)
We did not get very far, because the students were struggling seeing where the angle was. We connected two lines (strings) and I
explained that it is the area in between the lines. I drew an example and pointed to the angle, I colored it in and changed how big the
angle was but they still were asking what the angle was. I then thought if drawing a birds head on the vertex of the angle. It then
looked like a head and a beak. I opened and closed the beak showing the angle getting bigger and smaller or more open. They were
very proud when they finally understood. I had them pat themselves on the back and classify the angles. They quickly picked up on
the pattern of classifying triangles, because now they had a foundation on lines and angles that make up triangles.
I gave the directions for the word wall and study jams for the sub to do with my class on Monday. The study jams uses created
problems to discover triangles and reinforced the concepts and vocabulary. Thiessen and Matthias believed that students should
explore math concepts through world problems to engage them in geometry (Thiessen & Matthias, 1989). This doesnt mean every
lesson needs to be a different project, but asking simple questions that change the scenario, can create a new problem that they are
engaged with. Study jams asks the students to help classify the different types of triangles for their friend who is trying to pick out a
guitar which has different shapes it could come in. They are now using a computer, but also are addressed with a new problem,
instead of just re-writing definitions. I will begin with my lesson on next Wednesday with the triangle work sheet. I will open my
table in the back for those at a rating of 1. When I go over the sheet with the class, I will also ask about the triangles lines and
angles. This will make it also a review of lines and angles.
I had students raising their hands and giving me examples of angles in their life and it was very exciting to see them applying it and
getting excited about it. I have been trying to get student M more involved answering questions that have clear patterns (a right angle
is in a right triangle) so that he feels success and so that they rest of the class appreciates his contribution to the community.