37 views

Uploaded by api-334958359

- Space Articulation and Territoriality
- Angular Metrology
- the perfect square lesson plan
- Everything DiSC Manual Chapter 8 Sample
- Sapphire
- supplementary.pdf
- Circular Arc and Tangent Cams
- circles 3
- bock11 25
- Trigonometry Revision
- 0580_w09_qp_21
- grin planning t2- week 9
- 7E0FFA982003082070E97F4260734B0ADEA13B9C3FFABAED
- edfd assignment 1- lesson planning
- portfolio evidence cover sheet maths program final
- javier onate
- upload
- 2002 MTAP GR5
- moviemaker lesson plan merriweather
- 11 Secant Tangent and Tangent Tangent Angles

You are on page 1of 11

Date: 4/27/16

Lesson #__7____

Grade Level: 5th

Goal(s):

5.G.B.3

Understand that attributes belonging to a category of two-dimensional

figures also belong to all subcategories of that category. For example,

all rectangles have four right angles and squares are rectangles, so all

squares have four right angles.

Planning:

They have been working with geometry and geometric figures for a

couple weeks and they all have foundational skills. Some advanced

students work on ALEKS, an online math program, and are already doing

middle school level math. When it comes to the mini-lesson and learning

new skills, they have previously seen them and can serve as a more

knowledgeable other for their peers. Their desks are shaped in a U form,

making it really easy to walk around and see if everyone is on the same

page. The students who are ALEKS are dived up throughout the U, so

they are near their peers and can offer assistance. Sometimes there is an

aide in the room during math and he would sit at a table with a few

students to work more individually with them. One student gets taken out

during math time for his speech and language class with the special

education teacher. Because he is taken out in the middle of the lesson,

he needs to be caught up when he returns. The catching up can occur

when the other students are working in their math stations because they

are doing that independently and I can catch up this student.

There is one student in particular that I need to watch because once he is

off track, it is a matter of time before everyone around him is as well. To

keep is focus, I will use proximity to make sure he is on task and will say

cues such as eyes up here or everyone look at me.

Objective(s)::

that they can classify it as a certain angle (acute, obtuse, right,

straight, or reflux)

Vocabulary: Circle, acute angle, obtuse, right, straight, and reflux angle

Language Function: Determine and classify

Assessment:

Informal: The informal assessment will be based off of their worksheet

during stations. When looking over the worksheets, I will look to see if

students are 1. Determining the angle of the circle based off of their

measurement with the protractor 2. They are identifying the correct type of

angle (right, acute, obtuse, straight, reflex). What I am looking for will help

me to efficiently see student progress as well as who may need remodeling

or more assistance.

Formal: This lesson goes further on geometric shapes with more complex

figures. A potential formal assessment in the future could be take 3

dimensional shapes and using a ruler to measure them and solve for their

area and perimeter according to their measurements.

Materials Needed:

Worksheets

Paper plates

Pencil

Protractor

Math notebook

Procedures:

Estimated time for the whole lesson: 30 minutes

Introduction (1 minute) (How will you motivate/hook the students)

Hook: Were going to continue to work on circles and interior angles

within circles.

Demonstration/Participation/Practice (25 minutes):

One student will come up and draw a circle while the other students

They will write the definition by the vocab section in their notebook.

Diameter- a line segment from one side of the circle to the other

through the center. Radius- a line segment that connects the center of

the circle to any point on the circle. Diameter= radius x 2. Radius=

diameter / 2

Can some reminder us what an acute, obtuse, and right angles are?

In your notebooks also right Reflex Angle- greater than 180 degrees

but less than 360. Straight Angle- a measure of exactly 180 degrees.

We are going to do an activity to create a reference tool for you. (I will

pass out one plate to each student). Pull out three different color

markers.

Show them the premade model so they can see what we will be doing.

Using your ruler, find the center of the plate and draw a dot there.

Draw a line through the dot to both sides and label it diameter. When

Once you found the center, draw a line straight down. Write radius

next to it.

If we could cut the right angle in half, what degrees would we get and

If we would extend the 90 degrees what type of angle would we get?

Obtuse

How can we draw a reflux angle?

Can anyone tell me what the degrees is for a full circle? 360 degrees

Take your marker and try your best to go around the plate for the edge

Use this as a reference tool as you go into your math stations.

In your math notebooks draw a circle (one will be on the board) we will

draw a 270 degree angle to show them how to measure an angle when

it is bigger than 180 degrees. (Take the 180 from the straight line and

use the protractor to find the smaller angle and add it to 180 degrees

Closure

(1-2 minutes)

Today we worked on interior angles within circles. Can someone tell me what

the interior degrees of a circle is equal to? 360 (Student volunteer) What

type of angle is equal to 180 degrees and what type is bigger than 180

degrees? Straight and Reflex (Take student volunteer). Two stations today

one working on what we have been doing. Dont forget to extend the lines if

you have to when measuring. The other station is a fraction review

worksheet.

Math Stations (20 minutes, 10 minutes each):

Worksheet (Draw Angles in a Circle)

Fraction review worksheet

During the lesson, I can walk around to check on students and their

understanding. While they are in their math stations, I can walk around

offering assistance to students who need more guidance. They work in

their peers out if they are struggling because they not only help a peer

who is in need, they solidify the concept for themselves.

They might

understand the problem better if they can see a visual and having a

tangible geometric shape to hold.

side of the circle to the other through

the center.

Radius- a line segment that connects

the center of the circle to any point on

the circle.

Reflex Angle- greater than 180

degrees but less than 360.

Straight Angle- a measure of exactly

180 degrees.

Name: Sarah Fadness

Lesson topic: Interior Angles of a Circle

Date: 4/27/16

School/grade level/ number of students: Whittier Elementary/ 5 th

grade/ 19 kids

Name of Cooperating Teacher: Robyn Miceli

Planning and preparation: Describe how your plan provided opportunities

for active engagement. How did you provide for the needs of diverse

learners? Did you adjust your plan in any way? Describe how and why if you

did.

My lesson plan incorporated a lot of active engagement and students

were continuously involved.

working with circles in this unit, I wanted to create an activity to get them

engaged.

liked this activity because it allowed students to use visuals, be creative, and

see the difference of angles within circles. This activity really met the needs

of diverse learners because it was hands on for the kinesthetic learners, I did

it with them, so it was a visual for our visual learners, and I talked through it

for the auditory learners. Also, I planned ahead by having the lower level

math learners and the ones who I knew would benefit from extra assistance

near the front of the class. I really tried to make sure everyone was covered,

so they could all be successful. I did not really adjust my plan nor did I find

the need to.

Classroom environment: Evaluate the ways in which your encouraged

student participation. How did you elicit student responses? How did you

engage them in responding to you and each other? Evaluate your plan for

individual, small group and/or whole class work. How effective were these

lesson?

I start with a fun fact or joke with every lesson, I like the way it sets a

positive tone.

(One boy said I was getting better at it!) This class is just

I tried to

encourage students to share and they respond to me pretty well. They also

respond to each other well and some would build off of what a peer said. The

individual work and the classwork overlapped in that they were drawing their

angles on the plate by themselves, but we did that as a class. Small group

involves having students turn and talk. At one point they had to solve for an

angle that they drew and I had them turn and talk with the person sitting

next to them on how they solved it.

because they were continuously doing something.

Instruction: Evaluate your choices of instructional strategies. Did they have

the effect you intended? Were the needs of all learners met? What changes

would you make if you repeated this lesson?

I began by having a student come up and draw a circle for me while

everyone else drew a circle in their math notebooks. I drew a dot in the

center and the kids followed. After I drew a line and asked them what that

was, they knew it was diameter. From the diameter I drew a line straight

down, and they knew it was the radius.

diameter and radius in their math notebooks for future reference. We also

talked about how to solve for diameter and radius based off of the given

numbers which they also wrote down in their notebooks.

these foundational skills we talked about and reminded each other what

different angles were (acute, obtuse, right, straight) and learned about new

ones (reflex and straight). We moved on to the activity with paper plates

that I had planned. The purpose for the plates was to be an interactive way

to teach the students about angles within circles. I would model for them

what to do and then it was their turn to do it while I walked around to check

in with them. The students know how to use their protractor to solve for

acute, right, and obtuse angles, but they did not how to do it with reflex

angles. I mentioned how to solve it with the plate activity, but this allowed

them to have a go at it for themselves.

together and it did have the effect that I intended. One boy who struggles

thanked me and said that it is a great resource that he can use. If I were to

repeat this lesson, instead of having them have a go at it with the reflex

angle, I would model once more before having them solve it on their own.

For example, I would draw a circle and talk through it very explicitly on how

to solve it. That would allow students to have heard verbally how to solve it

and they would have visually see it.

Assessment: What assessment processes did you plan and how did they

work? What did you learn from listening to student responses, examining

their work or listening to their interactions? How well did your assessment

procedures inform you about student attainment of your lessons objectives?

My assessment process follows the one my cooperating teacher has

established with the worksheet during their math stations.

With the

worksheet I was looking for the students to 1. Determining the angle of the

circle based off of their measurement with the protractor 2. They are

identifying the correct type of angle (right, acute, obtuse, straight, reflex).

From listening to student responses, I saw that they were catching on nicely.

I did learn from observing them that I should have initially showed them how

to measure a reflex angle because then I may not have had to backtrack a

little bit. After their stations, I looked over their worksheets and they did a

nice job. They were able to measure for angles and could draw their own

angle and measure it. From looking over their worksheets, I was able to see

that they were understanding the lesson objective.

teachers feedback on this lesson? How will you apply it to future lessons?

I emailed her my lesson three days before I taught it, so she was able

to look it over. She said the activity was great and interactive. From the

feedback after the lesson, she said she wrote down on the sheet that I should

measure a reflex angle with them and right after she wrote it, I did it with

them. Also, she to pre-pick certain colors that I wanted them to use for the

activity because some do get caught up in choosing the colors.

I initially

thought about doing that, but chose not to because 1. Maybe they would not

have the colors that I chose and 2. I wanted them to be creative because this

activity was for them. She also said to not feel like I have to wait for all of

them to finish writing and to hurry them along.

advice and will apply it because it will help create more efficiency in the

classroom.

Reflection: What did you learn about student learning and assessing from

this lesson? How will it affect your planning for future teaching?

These kids love being able to physically do something which is why for

each lesson, I try to think of new ways to incorporate that for them. I enjoy

getting feedback from the students about how they liked the activities and

the lesson. For me, it is important to get their feedback because they are on

the receiving end of my teaching. I was able to ask most of the students

how they liked the activity and they all said they loved it and are able to

actually use it as a resource.

interaction and get the most out of the lesson when they do. In the future, I

will continue to think outside the box and come up with ways to create

engagement for the students, so they can get the most out of the lesson.

With each lesson, I can tell I am getting more comfortable and confident

which is a great feeling.

- Space Articulation and TerritorialityUploaded byCheyenne Evangelista
- Angular MetrologyUploaded byKuwer Thakur
- the perfect square lesson planUploaded byapi-241268840
- Everything DiSC Manual Chapter 8 SampleUploaded byLadd Russo
- SapphireUploaded byAjo Sjeaony Teanceal
- supplementary.pdfUploaded byAnonymous FOKxMy1wd
- Circular Arc and Tangent CamsUploaded byvijayakumar
- circles 3Uploaded byAteef Hatifa
- bock11 25Uploaded byapi-242138758
- Trigonometry RevisionUploaded byZul Abror Bin Ya'akop
- 0580_w09_qp_21Uploaded byfrietekh
- grin planning t2- week 9Uploaded byapi-454406266
- 7E0FFA982003082070E97F4260734B0ADEA13B9C3FFABAEDUploaded byBoyIman
- edfd assignment 1- lesson planningUploaded byapi-294620957
- portfolio evidence cover sheet maths program finalUploaded byapi-299779342
- javier onateUploaded byapi-264759468
- uploadUploaded byapi-245632465
- 2002 MTAP GR5Uploaded byConrad Dela Cruz
- moviemaker lesson plan merriweatherUploaded byapi-285608742
- 11 Secant Tangent and Tangent Tangent AnglesUploaded byLoljaha Hahalol
- Basic Statistics IIUploaded byNimal Shantha Rathnayaka
- Sectors of a CircleUploaded bytutorciecleteam
- 0580_w12_qp_42.pdfUploaded bylalu
- mid-term eval week 11Uploaded byapi-105224564
- task 4Uploaded byapi-293283735
- pre-class writing 1 - mssUploaded byapi-419484869
- driving blind 2014Uploaded byapi-298169373
- FINAL IR Research Brief BKUploaded byBrandi Kernel
- 6. DR ANIL KUMARUploaded byAnonymous CwJeBCAXp
- Formulas Average AngleUploaded byMagaly Alvarez

- sarah fadness - lesson 4 and sa- review operations with fractionsUploaded byapi-334958359
- candidate evidence recordUploaded byapi-334958359
- 7th lesson ct feedbackUploaded byapi-334958359
- sarah fadness resume 2016Uploaded byapi-334958359
- immigration to the united statesUploaded byapi-334958359
- lesson 6- consumption in the usUploaded byapi-334958359
- third lesson- canadas resourcesUploaded byapi-334958359
- sarahfadnessed321observation 1 1Uploaded byapi-334958359
- science lesson planUploaded byapi-334958359
- first observed lesson self-assessmentUploaded byapi-334958359
- letter of rec- robin gleasonUploaded byapi-334958359
- sarah fadness - observation 1Uploaded byapi-334958359
- 4th lesson ct feedbackUploaded byapi-334958359
- fraction bingo cardsUploaded byapi-334958359
- ed 315 student workUploaded byapi-334958359
- sarahfadnessfeedbacklit planUploaded byapi-334958359
- lit plan self assessmentUploaded byapi-334958359
- literacy plan 4th gradeUploaded byapi-334958359
- sarahsupervisorobservationed215r 2 1Uploaded byapi-334958359
- lesson plan 3- self assessmentUploaded byapi-334958359
- lesson plan 3Uploaded byapi-334958359
- final ed357 presentation notesUploaded byapi-334958359
- sarahfadnessed321observation 2Uploaded byapi-334958359
- ct feedback for 2nd observed lessonUploaded byapi-334958359
- second observed lesson self assessmentUploaded byapi-334958359
- consumption in the usUploaded byapi-334958359
- ellis island- articleUploaded byapi-334958359
- ed 321 student work samplesUploaded byapi-334958359
- lesson 5- immigration to the usUploaded byapi-334958359
- science lesson professor feedbackUploaded byapi-334958359

- Angles of a PolygonUploaded bySheila Luzana
- Math-Pre-board.docxUploaded byAnne Kathrine
- 2 - Vector Geometry (1)Uploaded byBrendan
- Mathematics ViiUploaded byAsgharuddin
- Improved Method Evaluates Deflection Performance of Bent Housing Motors - Print This PageUploaded byJames Pass
- Analytic Geometry for Colleges, Universities & Schools eBooK -LegalTorrents.pdfUploaded byCarlos HP Barajas
- MasterCAM X4 Handbook Volume 1Uploaded bytuanvn76
- Assignment 1 Solutions 1Uploaded byboyarsky
- Revision Checklist for IGCSE Mathematics 0580 FINALUploaded byYasmeen Mungroo Adam
- Geometry Common Core Regents Exam Annotated Items June 2015Uploaded byKristen Perez
- 041 X SA2 01 A1 QP MathematicsUploaded bysssiv
- Grade 7 Past Exam Papers Cambridge MathsUploaded byJohn
- Spherical TriangleUploaded byNikola Poljak
- L4 - PolygonsUploaded byGaevs Salinas
- CPIT-285-LAB-2Uploaded bylily212001
- Geometric ShapesUploaded byisce5b
- Worksheet-TRGO-NB8__without-Answers.pdfUploaded byathul
- popupUploaded byRboy King
- CBSE Class 10 Formulaes for All ChaptersUploaded bypreeti.2405
- Trignometry InverseUploaded bypranav
- Wave Overtopping of SeawallsUploaded bySteven Alexander Kapojos
- centers of triangles taskUploaded byapi-352809637
- Drafting TerminologyUploaded byfaiyazansari
- Math Geometry VocabularyUploaded byLekshmi R Vasundharan
- lesson1 3-elishareece 3andabdiUploaded byapi-296703056
- Practice Test in MathUploaded byirish x
- Further MechanicsUploaded byBecky Tenney
- 12 Finite StrainUploaded byAnonymous gnbh26
- Ch 10Uploaded byVincents Genesius Evans
- Pro e SeketcherUploaded bySathi Mech