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LESSON PLAN FORMAT
Integrated Standard:
CCSS.ELA-LITERACY.SL.5.1 - Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5
topics and texts, building on others' ideas and expressing their own clearly.
Lesson Objectives:
When shown multiple types of triangles, students will be able to correctly identify and
classify triangles according to the length of their sides and the measures of their angles
with 95% accuracy.
During class discussion, students will be able to verbally identify and justify their
reasoning for classifying triangles as acute, obtuse, or right, and equilateral, isosceles,
or scalene with 95% accuracy.
Materials Needed:
Teacher Needs:
● Triangles 15-2 Reteaching/Practice Worksheet (19 copies - 1 per student)
● Types of Triangles Foldable (19 - 1 per student)
● Quizizz Polygon Quiz
● Google Slides with a variety of real-world triangle images
● Smart Board/Projector
Student Needs:
● Math Notebooks
● Pencil
● Scissors
● Glue
● Have students open to page 348 in their enVision Math textbooks. Call on a
student to read under the “How Do You Classify Triangles” heading.
○ “Triangles are polygons with 3 sides and 3 vertices. The sum of the
measures of the three angles of a triangle is 180°. What type of triangle is
shown?”
● Read the steps to the students:
○ “Step one: Look at the angles. What do you notice?”
[Potential responses: “They are all different;” “They are all less than 90°.”]
○ “I know that I can classify triangles based on their angles and their sides,
right?”
○ Point back at our classifications on the board and say, “So, if we look back
at what we know about triangles’ angles, we can see that because there
are no right angles and they are not obtuse, by definition, we can identify
this triangle as an acute triangle.”
○ Step two: Repeat the same step to classify using sides. Say, “Because all
of the angles are different, all of the sides are different too. So, this
triangle is a scalene triangle.”
● Ask students to complete question number one of their textbook with their pods.
○ “You guys are going to work together with your pods to come up with a
classification for the triangle in question number 1. Remember to identify
the triangle using the type of angles and the measures of the sides.”
○ Informal Assessment: Observe and listen to students discussing their
reasons for why they are classifying the triangle. Listen for phrases such
as, “I know this is an equilateral triangle because each side has the same
length,” and “This triangle is acute because all of the angles are less than
90°.”
● Call on one person from each pod to have them discuss their reasons for their
classification. Ask other pods if they agree or disagree, and why.
● Have the paper passer hand out the 15-2 Reteaching Worksheet while projecting
it on the board.
● Together, go through each problem and model how to classify triangles.
○ “First, we are going to classify each triangle by its sides and then by its
angles. Let’s start with sides. What measurements do you see?” [8cm,
8cm, and 14cm]. “Okay, so we have two equal sides and one side that is
larger than both. Looking back at your notes, how would we classify this
triangle? Right, an isosceles triangle because it has two sides the same
length.”
○ Now, let’s look at the angles. What do you see?” [26°, 128°, and 26°]
Okay, so I see one angle that is greater than 90°. That means this triangle
must be obtuse. Do you agree?”
○ Continue to answer questions 2-6 with students on the 5-2 Reteaching
Worksheet.
3. Closure (5 minutes)
● To close, I will quickly review how we classified triangles using angles and
lengths of their sides. Say, “Today we learned how to classify types of triangles
by looking at the lengths of their sides and the measures of their angles. We. . .
(go through the key points by asking students to recall what they’ve learned).”
Key Points
○ We defined each type of triangle by its angles:
■ Right Triangles have one angle that is a right angle, or 90°.
■ Acute Triangles have all angles that are acute angles, or less than
90°.
■ Obtuse Triangles have one angle that is greater than 90°
○ We defined each type of triangle by its sides:
■ Equilateral triangles have all sides that are the same length.
■ Isosceles triangles have only two sides that are the same length.
■ Scalene triangles have no sides that are the same length. In other
words, they are all different lengths.
○ Also, remind students that the sum of angles in a triangle is always 180°.
● If students are not finished with their 15-2 Practice worksheet, they will work on it
during free time during throughout the day or complete it at home.
B. Assessments Used
Informal:
- Observations during discussion: Did the students understand how to classify
triangles based on their sides? Did the students understand how to classify
triangles based on their angles? Did students use the phrases such as, “I know
this triangle is a___ because the angles are ____.” Did students understand the
definitions of each type of triangle?
- Observations during activity/guided practice: Are students using their
vocabulary foldable for their activity? Do students understand how to carry out
story problems in regards to classifying triangles? Are students classifying
triangles correctly?
Formal:
- Worksheet/Homework: Questions 1-9 on the 15-2 Practice worksheet.
Assessment goal is for students to answer questions with 95% accuracy.
C. Differentiated Instruction
● Remediation - During the activity, I will conference briefly with each student to
check their understanding. For my student who is on an IEP for Math, I will spend
more time conferencing with her one-on-one. If she seems to be struggling with
the new concept, I will modify her assignment by having her complete the even
numbers (2, 4, 6, and 8).
● Enrichment - For my students who understand the content and complete their
activity early, I will present them with challenge questions:
○ Is it possible to draw the triangles described? Answer possible or
impossible. Explain.
■ “An equilateral triangle with sides measuring 8cm, 9cm, and 10
cm?” [Answer: Impossible; The sides of an equilateral triangle have
to have the same size lengths.]
■ “A scalene triangle with sides measuring 7in., 7in., and 8in.”
[Impossible; Two of the sides are the same, but a scalene triangle
has all different lengths.
■ “An acute triangle with angles measuring 45°, 62°, and 58°.
[Possible; All of the angles are less than 90° making it an acute
triangle.]
○ When students finish with their challenge questions, they can help teach
other students who are struggling.
D. Resources
● enVision Math Common Core from Pearson Realize - 5th Grade: Lesson 5-2
● Types of Triangles Foldable
● Quizizz Game - Code: 000057