Name: Brittany Simon Student ID:

Grade: 4 Topic: Math – Protractors

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus
learner, create bridges from past learning, behavior expectations)
Rationale:
Common Core Standard(s):
The fourth grade students have just finished
CCSS.MATH.CONTENT.4.MD.C.5 an introduction to geometry unit. This unit
Recognize angles as geometric shapes that are consisted of understanding what lines, points,
formed wherever two rays share a common endpoint, rays and line segments are and how they
and understand concepts of angle measurement: form to create 2D shapes. They will now be
using this knowledge to continue on into
CCSS.MATH.CONTENT.4.MD.C.5.A understanding how rays join to make angles
An angle is measured with reference to a circle with its and how to measure these angles with a
center at the common endpoint of the rays, by protractor.
considering the fraction of the circular arc between the
points where the two rays intersect the circle. An angle
that turns through 1/360 of a circle is called a "one-
degree angle," and can be used to measure angles.

CCSS.MATH.CONTENT.4.MD.C.6
Measure angles in whole-number degrees using a
protractor. Sketch angles of specified measure.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Rationale:
Students will have a conceptual understanding that Students will need to be able to complete all
angles are measured in reference to a circle. When of these learning objectives to show mastery
students are asked, they will be able to refer to angles of the concepts and standards.
in relevancy to a circle with 100% accuracy.

Students will be able to use a protractor to find the

measure of at least 3 angles with at least 80%
accuracy.

Students will pass the Ten marks assignment

assigned on their iPad with at least 80% accuracy.

3. Pre-assessment Activity: (What assessments did you conduct/what activities did you engage
in which made you decide that this particular standard and objective needed to be taught now?)
Rationale:
Students were given a unit test the Friday after a 2 The class is ready to move on to measuring
 week introduction into geometry. The class scored an angles with a protractor because they have a
average of 85% on the unit test. conceptual understanding of the basics of
geometry. This is shown through their high
scores on the unit test.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments,

modify Learning Activities based on learner characteristics to meet the needs of ELL & special
needs students, highly achieving students and low achieving students; address the needs of the
Target Students identified in the scenario)
Rationale:
Low Achieving Students: Low achieving students will Having students sit near the front of the room
have preferential seating near the front of the room, will help students stay focused and can be
frequent check-ins with the teacher during the redirected easily. Frequently checking in and
assignment, and questions will be differentiated to fit providing feedback will help me catch any
the ability of the student. The student will also be misconceptions and give me the ability to
paired with capable peers during the collaborative reteach a concept. Mixed ability groups are
group work. great for lower achieving students because
they can model and also learn from their
peers.

High-Achieving Students: High achieving students
who quickly grasp the concepts of measuring angles
will be asked to think in terms of angles that go beyond
180 degrees.
Students who conceptually understand that
degrees are measured from 0 -360 degrees
will be able to understand that degrees can
be measured beyond 180 degrees. They will
also understand that angles can be added
together to make larger angles. The
questions for these students will be more
challenging than their peers.

ELL: Students will have a lot of visual cues to help ELL students need a lot of visual cues and
bridge the gaps between languages. Protractor hands on experiences to bridge the gaps
lessons by nature are very hands-on so this will be a between languages to help them succeed
great lesson for an ELL student. with their learning.

Special Needs: I have introduced the vocabulary of
geometry that is associated with protractors in a
kinesthetic way to reach all types of learners. They will
also have the same accommodations available to
them as the lower achieving students.
Using different modalities of learning and
differentiating questions to fit the needs of
each learner will help special needs students
succeed.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill
level)
Rationale:
White board I try to provide students with as many hands
Dry Erase Markers on opportunities and collaboration support
 Painter’s Tape student learning.
iPad

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding; what EXACTLY will you teach and how?)
Rationale:
Students will be called to the carpet to be taught about Using a visual cue will support student
how protractors are used. I will use two markers to learning of all types.
demonstrate how angles open up from 0 degrees to
180 degrees on a protractor, calling on students to
answer questions when appropriate.

I will review what 0 degrees, 90 degrees, 180 degrees,
acute, obtuse, and right angles are with the student
using our arms signals that we have been using.
Students have some prior knowledge as we
just completed our introduction to geometry
unit. It is important to activate prior
knowledge before beginning anything new to
scaffold learning.

I will demonstrate how protractors are used from

angles that are drawn on the board. Once I have
demonstrated and modeled how to use a protractor, I
will call on different students to help me measure the
angles at the board.

I will check for understanding using the thumbs up,

sideways or down method.
I will discuss what they will be doing in their table
groups and set expectations.
-I will demonstrate how to find the angle measurement
on their white board with a protractor in front of the
class using a white board of the students are using.
It is essential to model for students what I
expect them to, in order for them to be
successful. It is also important to check in
with students to catch any misconceptions
and reteach anything that is misunderstood.

-They will not be drawing anything other than angles

and measurements. If I find that they are drawing
anything else they will be fined $5 of their class
economy money.

- They will work collaboratively with each other and

help one another.

-Each student will measure at least 3 angles and draw

one 15, 45, 90, 170 degree angle. One student per
angle.

-Once they have completed the group work they must

pull up the tape, wipe of their wipe boards and start
Ten Marks on their iPad.

I will check for understanding using the thumbs up,

sideways or down method.

They will be sent back to their desks by calling on

 students are sitting quietly and are ready to work.

(20 minutes)

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Rationale:
Students will use collaborative practice at their table Working collaboratively in groups with mixed
groups by working together to measure angles that are ability students will help students grasp the
made using painter’s tape that is taped onto their white concepts that are being taught. These
boards. They will use their protractors, dry erase concepts are reinforced when students have
markers and collaboration to determine the angle the opportunity for hands on experiences.
measures. I will ask that each student also sketches a
45 degree angle using their protractor.

I will be walking around to check for understanding,

provide feedback and re-teach any misconceptions.

Once, I have checked that each group has correctly

measured at least 3-5 angles I will ask that the
students pull up the tape and wipe their white board
clean.

They will then be ready to move onto independent

practice.

(25 minutes)

8. Independent Practice: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well enough
to work on their own.)
Rationale:
I will ask that each student independently work on their Students are accustomed to their Ten Marks
iPad at Ten marks to measure angles. The students assessments. This directly aligns with the
will be on day 2 of this unit and should be ready to common core standards to assess their
measure angles independently. understanding of the concepts.

(15 minutes)

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students.)
Rationale:
The student’s independent work will also serve as an Students are accustomed to their Ten Marks
assessment and evaluation of the student’s learning. assessments. This directly aligns with the
 To determine the students have grasped the concept common core standards to assess their
of measuring angles, they should receive scores of at understanding of the concepts.
least 80% on their assignment.

10. Closure: (Describe how students will reflect on what they have learned.)
Rationale:
I will call student’s attention and ask them to reflect on Reflecting on new learning helps solidify new
what they have learned. I will ask them share with a knowledge and concepts. Sharing their ideas
partner something new they learned. I will call on a few helps reinforce new learning as well. I can
students to share their responses. quickly assess what they have learned
through student responses.