Lesson Plan

Template
1. Lesson Plan Information
Subject/Course: Mathematics

Name: Emma Fenton

Grade Level: Grade 4

Date: 25 April 2016 Time: 9:30am

Topic: Angles Angles Angles!

Length of Period: 50 minutes

2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
- identify benchmark angles (i.e., strait angle, right angle, half a right angle), using a reference tool (e.g., paper and
fasteners. pattern blocks, straws), and compare other angles to these benchmarks (e.g. The angle the door
makes with the wall is smaller than a right angle by greater than half a right angle) Sample problem: Use paper
folding to create benchmarks for a straight angle, a right angle, and half a right angle, and use these benchmarks
to describe angles found in pattern blocks.);
Learning Skills (Where applicable):
- Responsibility (independent work
- Collaboration (group work)
- Initiative (participation during read aloud)

3. Content
What do I want the learners to know and/or be able to do?
- Be able to describe a right angle, half of a right angle and a strait angle
- Be able to describe ways that angles can be useful in real life.
Today learners will:
- Watch a video about different types of angles!
- Engage in an activity about angles around the classroom
- Learn about 2 benchmark angles (90 degrees), acute and obtuse angles with hand signals
- Fold circle-paper to indicate benchmarks as angles
- Record angles of shapes on the circle
- Exit card: Ask students to describe two angles (that were recorded from shapes) in comparison to a benchmark
angle

4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
Exit Card
Anecdotal notes (record student participation)

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
- Awareness of classroom surroundings
- Active listening
- Vocabulary of numbers up to 360
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
Visual Learners: Visuals will be given in the form of charts with definitions and a portrayal of various angles on the
board throughout the lesson. The drawing activity will also be helpful.
Linguistic Learners: Will have the opportunity to participate orally throughout the lesson
Interpersonal Learners: These learners will benefit from the think pair share activity and group discussion
Intrapersonal Learners: These learners will benefit from the independency of the exit card
Musical Learners: These learners will benefit from music that will be played in the background while the exit card is
completed
Mathematical/Logical Learners: Will benefit from the content of this lesson as it requires mathematical thinking
throughout
Nardein & R.: Give them an iPad to translate for them and print out arabic/english translation of important definitions
Ryleigh: Give her shapes to sort by colour.
Sydney: Try to include her in the group discussions as much as possible. Give her a special role (handing out circle
papers) so she feels included)
Peter: Check in with him throughout activity to ensure he gets the confidence boost he needs in order to succeed
B. Learning Environment
- Classroom
- Desks
C. Resources/Materials
- Smartboard (to show video)
- Internet access (video)
- Circle paper cut outs
- Markers
- White board markers
- Tape

6. Teaching/Learning Strategies

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)
Prepare on the board: Strait horizontal line for measuring angles, place for key words and definitions
Hook: Video https://www.youtube.com/watch?v=NVuMULQjb3o (Types of Angles Seuss Song)
What are some key words you saw in the video?
- Answers: angle, right, acute, obtuse
By the end of todays class, you will know how to recognize each of those with ease. However, first we must talk
about the basics!
Write the definition of an angle on the board: Two rays of measure that meet at a common endpoint.
What is a Ray? Have 2 people contribute and move on
Right on the board the difference ray vs. a Line when rays meet at a vertex it becomes an angle (4 main definitions
covered)
- Show on the board with white board marker
- Line <->, Ray , Vertex . , Angle <
TPS about angles you can find in the classroom.
- Create a mind-map of their answers by writing their answers on the board
Potential answers:
- The door, the walls, etc.
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
Explain benchmark angles on the board with a visual diagram.
- FIRST BENCHMARK: Take meter stick and show students visually how the angle widens until it becomes like an
L (hand signal)
- SECOND BENCHMARK: Take meter stick and show student visually how the angle widens even MORE until it
becomes like flat ground (hand signal)
- Show how it can fluctuate between the two in order to be acute or obtuse (hand signals)
- Do this through hand signals (Right on, Strait on Aahhcute Obtuse) (4 more definitionswrite on the board)
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
Activity:
- Explain what the objective of the activity is: To create our own angles on our own circles so that we have
something to look to in case we forget our benchmarks!
- We will be folding and drawing and writing on our papers but dont do anything to them until you have received
direction to do so
- Have Sydney & Ryleigh hand out the paper circles and markers to everyone
- Once they have passed out all the supplies, lead them through these directions:
1. Place a dot in the centre of your circle (What is this? (Vertex)
2. Fold your circle in half horizontally (hamburger style)
3. Draw a line on the fold & write 0 degrees on the far side
4. Fold your circle in half vertically (Hotdog style)
5. Draw a line on the fold & write 90 degrees at the top part of this line
6. Write 180 degrees on the far side of the original line
7. Label the angles with Right and Strait so they can remember the benchmarks
Ask students to take shapes and record some angles on their benchmark sheet
- Show example on the board
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
Exit card:
CONCLUSION: How will I conclude the lesson?
Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

Great job today! Look for some angles today and think of one you can share with us tomorrow during math!

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

Name:__________________
__
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

1. How does this angle compare to our benchmark angles?

2.Is this shape acute or obtuse?

3.What is one way we can use angles at home?

Name:__________________
__

1.How does this angle compare to our

benchmark angles?

1. Is this shape acute or obtuse?

2. What is one way we can use angles at home?

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011