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LESSON PLAN

Name: Sarah Fadness


Date: 4/27/16

Lesson #__7____

Content Area: Math


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)::

Students will be able to determine the interior angles of a circle, so


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):

Each student will have the worksheet (Measure Angles in a Circle)

Each student will have out their math notebook


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

draw one in their notebook. I will draw diameter and radius.


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

we have a straight line, what is the degrees? 180 degrees


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

What type of angle do you see here? Right what is the

degrees of a right angle? 90 degrees


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

what type of angle? 45 degrees and acute


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

and label it 360 degrees


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

to get the answer)

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):

ALEKS students will be online the whole time


Worksheet (Draw Angles in a Circle)
Fraction review worksheet

Strategies for students requiring additional assistance:


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 math stations with a partner, so I can encourage students to help


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.

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

Lesson Self- Assessment


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.

Because this was the first time they were

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

Lying in bed and not able to sleep one night, I thought of my

activity and had to make a note to myself in my phone so I wouldnt forget. I


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

different organizational techniques for keeping students involved in your


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

eager and willing to volunteer, so its not like pulling teeth.

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.

I was pleased with the amount of

student involvement, they were engaged throughout the whole lesson


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.

They wrote the definition for

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.

After they had

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.

We went through various angles

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.

Professional responsibilities: What did you learn from your cooperating


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.

I will definitely take her

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.

That really helped to solidify they need

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.