Comprehensive Lesson Plan Template (Adapted For Mathematics)

[Note: All words and phrases in RED can be found in the edTPA Glossary]
[Note: Everything in Italics is just scaffolding and can be deleted before you complete each section]

Date: 4/11/16
Title: More practice with learning to measure angles
Candidates: Angel R., Christina A.
Lesson Goals
*Central Focus of the Learning Segment:
Students will be able to measure the angles and determine if their angle measurement makes sense with the type of angle it
corresponds with.
*Standard(s) Addressed:
CCSS.MATH.CONTENT.4.MD.C.5

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and
understand concepts of angle measurement:

CCSS.MATH.CONTENT.4.MD.C.5.B

An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
CCSS.MATH.CONTENT.4.MD.C.6

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
*Materials/ Instructional Resources:
Protractors, pencils, worksheet
Learning Objectives:

*Assessment (both formal and informal)- Evidence of Student

Understanding:
Describe how formative and/or summative assessment strategies provide
evidence of student understanding of the concepts being taught

Objective 1: Students will be able to measure and create

angles using protractors.
Objective 2: Students will be able to identify what kind of
an angle it is based on the degrees of the angle.

Related Assessment:
A formative assessment will record whether or not a student is able
to utilize the protractor effectively for when measuring or creating
angles of their own.
Related Assessment:
A summative assessment can provide evidence to determine if the
students are able to identify an angle based on the degrees of it.

Lesson Considerations
Prior Academic Learning and Prerequisite Skills:
Previous knowledge of the lesson from the week before. (Started learning about measurement of angles.)
Vocabulary words acute, right, and obtuse angles.
If the students have any knowledge on how to use a protractor.
Misconceptions:
Students often misread the measurement that is on the angle and read the supplementary angle instead. (e.g. the measurement may
be 20 and the student will misread it as 160)

*Lesson Plan Details: Write a detailed outline of your class session including instructional strategies, learning tasks, key
questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed
enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and
what your students will be doing during each lesson phase. Include a few key time guidelines in the left margin Each of the
3 sections needs to include at least 2 scripted questions that promote student mathematical reasoning.. Note: The italicized
statements and scaffolding questions are meant to guide your thinking. Delete them before typing your lesson outline.
Lesson Introduction - Before: (Setting the stage, activate and build background knowledge, pique interest, introduce
the problem/lesson goals, clarify expectations Be sure to include at least 2 scripted questions you can ask the class in
each of the three lesson phases.

5-10
min

1.
2.

1.
2.
3.

Introduce the lesson and what the students will be doing:

Last time, you practiced finding angles and making angles using a protractor. Today, you are going to go over how to use a
protractor step by step one more time and have some more practice. So from what we learned last time
Where do you center the protractor when measuring an angle? (Answer: the vertex of the angle)
And where do you align the protractor to before you look for the angle measurement? (Answer: the base ray and 0 degree
line)
Students will answer these questions by demonstrating it to the teacher.
Ask students the types of angles: acute, obtuse, and right:
Lets go over the types of the angles
What is an acute angle? (an angle less than 90)
What is an obtuse angle? (an angle greater than 90)
What is a right angle? (an angle that is exactly 90)

After students discuss the answers, the teacher will handout the worksheets.
We will now be working on some questions by using your protractors, identifying the angles, and measuring the angles.

1015min
1.

2.
3.
4.
5.

6.

510min

Learning Activities - During: Chronological Outline of main learning activities, specific mathematic examples to be
used, anticipated sticky spots, specific questions to encourage reasoning, specific questions for scaffolding, formative
assessment strategies, extension question(s) for early finishers,
Go over step-by-step on how to use a protractor by using the first angle (Angle A) from the worksheet.
First of all, what type of angle does this angle look like? Acute? Obtuse? Right?
Students will raise their hands to answer the question.
Angle A is an acute angle.
Since we know this is an acute angle, we are now going to measure the actual angle.
When using a protractor, you should place the midpoint of the protractor on the vertex of the angle.
Then, align one side of the angle, or the base ray, with the 0 degree line of the protractor.
When you have everything centered and lined up, read the degrees where the other side of the angle crosses the number
scale.
Students will do so as the teacher uses one of the angles in the worksheet as an example (Angle A).
Students will follow along by using their own protractors and pencils.
When the teacher is done with the example, instruct the students to work in pairs to complete the rest of the worksheet.
Go over the worksheet when everyone is done.
Now that everyone is done, or almost done, lets go over the answers
If some are done early, they can make their own angles.
If some of you are done with the worksheet, I would like you do draw these angles: 35, 72, and 164.

Closure - After: Discussion of learning activities, summarize/review main mathematical points, address misconceptions,
check for understanding, reflection, extend ideas,

N/A

N/A

Discuss and summarize the main ideas of the lesson as a class.

More attention can be put towards the students who struggle more.

Review with the class how to use a protractor and the important mathematical vocabulary used in this lesson.
Who remembers the how to use a protractor to measure/create an angle?
Who remembers what acute, right, obtuse angles are?

Clarify any misconceptions the students still have.

Extension: How could you extend this lesson if time permits? What specific extension activity might the students do to
continue practicing and building meaning?
If students complete the worksheet early, they can create their own angles using a protractor. Teacher will provide them with
the angle that they will make.
Planned supports: How does your plan meet the needs of both students who are relatively strong in mathematics, as well
as those who tend to struggle? What adaptations might you need to make for these students? Describe the instructional
supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations, modifications, and differentiation strategies. It can be supports for
whole class or for individuals in need of support.

The purpose of the lesson is to provide more practice for the students to get accustomed as to how to use a protractor and be
able to identify what kind of angle they are. Students who are struggling are able to ask questions they still have and students
who are strong in math get more practice. Some adaptation would be to make the extra practice more difficult to get the
students to struggle a bit more so that the students will be forced to see the connection.
References (Give credit to any sources from which materials or ideas were used in your lesson)
If applicable, give the sources of ideas/materials used or adapted in your lesson. This could be textbook pages, internet sites,
materials from your CT, etc.
http://www.lauracandler.com/filecabinet/math/PDF/angles.pdf