UKanTeach 5E Lesson Plan Day 1

Author (s): Title of Lesson:

Team Members: Caitlin Haig, Kearsten Smith Exploring Isosceles Triangles

Lesson #2 Lesson Source (kit, lesson):

Date lesson will be taught: 9th and 12th Nov 2012 Math Printable Worksheets (Evaluation Triangles Source)
Grade level: 9th Triangle Optical Illusion Source

Concepts/Main Idea –
During this lesson students will learn about three different types of triangles; Isosceles, Equilateral, and Scalene. Students will learn the
defining characteristics of each type and be able to apply that knowledge following the lesson to identify each type.

Objective/s- Write objectives in SWBAT form… Evaluation

The Students Will Be Able To: In the space below, explain the type(s) of evaluation that will provide evidence
that students have learned the objectives of the lesson (formative and
summative). You will provide student copies at the end of the lesson.

 Summarize the definition/properties of an isosceles triangle in
their own words.
 Measure the angles and sides of a triangle using a protractor
and ruler.
 Construct an isosceles triangle using protractor and ruler.
 Categorize triangles as isosceles or not isosceles based on their
properties.
 Connect isosceles triangles to multiple real world examples.
Evaluation for objectives 1 and 2 for scalene triangles will be determined from
the organizer (sections entitled description/properties, definition, and draw).
Evaluation for objective 3 for scalene triangles will be determined informally
through the use of the Triangle Worksheet and note cards. ( the examples from
the worksheet will be shown to the students and they will hold up blue for
scalene and red for not scalene)
Kansas Science and Math Standards- Include standard, benchmark and indicator where applicable

Math: Must include Common Core Math Practice Standard and tested indicator (2003 standards), if applicable.

Math Common Core 5: Use appropriate tools strategically. Using age-appropriate tools and materials.

Math Common Core G.CO.10: Prove theorems about triangles. (measures of interior angles of a triangle sum to 180, base angles of
isosceles triangles are congruent)
Materials list (BE SPECIFIC about quantities) Accommodations: Include a general statement and any
for specific student needs

Whole Class: Students will be presented with many visual aids and
written handouts. Students will also be working in groups
Each student: during most of the activities in this lesson and will be
 One Optical Illusion Worksheet encouraged to discuss concepts and topics with peers.
One activity will get students out of their chairs in a
 One Isosceles Organizer (attached to back of name tent) cooperative learning activity, allowing ELL students to
interact with their peers and receive help if needed from
 One Name Tent peers rather than the teacher. ADHD students will receive
this opportunity to get out of their seats and move around.
 3 Note Cards (Red, Yellow, Blue) All instructions are written down and the organizer allows
for ELL students to have a list of the main vocabulary along
 One Triangle Booklet to record data
with visuals.
 One Ruler

 One Protractor Safety: Include a general statement and any specific safety
concerns
Each group:

 One ruler
 One protractor
 One Job Badge for each job (3 Job Badges)
**Rulers and protractors will start out with one per group and later on in the lesson, each
student will need one. It is not advised that every student get one in the beginning.
Normal classroom safety rules will apply; no other safety
rules should be required. Teachers should be sure to
monitor the group work to be sure that groups are working
together appropriately and respectfully. The rulers and
protractors should be taken from students using them
inappropriately.
Engagement: Estimated Time: ____10 Minutes____

What the teacher does AND how will the teacher Probing Questions: Critical questions that Expected Student Responses AND Misconceptions -
direct students: (Directions) will connect prior knowledge and create a think like a student to consider student responses
“Need to know” INCLUDING misconceptions:

Show students the optical illusion and have them (There are 47 triangles in the picture)
try and guess how many triangles are in the
picture. This activity will introduce the different What do you notice about the triangles in Some have long sides, small angles, big angles, short
shapes that triangles can be seen as. this picture? sides, etc.

Take the next two minutes to write down

everything you know about triangles. Now
share with your group what you thought of.
What were some of the facts that you know They have three sides. They have three angles.
about triangles? There are different types.

Teacher: Tell students that there are 3 types

of triangles: scalene, isosceles, equilateral.
They will define these triangles in the
exploration. Use engage to transition into
learning about isosceles triangles: “One of
these types of triangles is called isosceles”
Teacher Decision Check Point: Once students have shared their prior knowledge, they can move on to the Explore
Exploration: Estimated Time: ___15 minutes_______
What the teacher does AND what the teacher
will direct students to do: (Directions)
Students, working in groups, will be asked to
measure sides and angles, of different triangles
hung around the room.(Note triangles provided
via attachment: Triangles (For Teachers) ) Each
student will be given booklet of data sheets to fill
out (Triangle Booklet – see attached) with the
required information from each triangle. This task
will be completed in groups using cooperative
learning in the form of assigned rolls listed in the
Job Badges Worksheet.
After groups have completed the measuring
activity teachers will make a class data table on
the projector using data given by class members.
Following the class data table students will be
asked questions related to the data.
Teacher Decision Check Point:
When students are able to explain why all the triangles provided are alike teachers will know that students are ready to move on.
Probing Questions: Critical questions that Expected Student Responses AND Misconceptions -
will guide students to a “Common set of think like a student to consider student responses
Experiences” INCLUDING misconceptions:
 What do you think of the data that is  Students should see that in all triangles there
shown? Is anything about it interesting? were at least two angles and sides that were
o May need to be prompted to equal.
look specifically at the
relationship between the angles
and sides.
 Why do you think that is?  Because you made them that way.
 Why do you think we made all the  Students may not know.
triangles that way?
 Now look at the angles in each of the  All of them add up to about 180
triangles. Besides the fact that two are
always equal, what else do you notice
about the angles?
 Do you think this is true for all triangles?  I’m not sure. Maybe. Sure. Yes. No.
Draw any triangle you want and
measure all of its angles to see if they
add up to 180. Did they? So now what Yes they did! Almost (human error). Yes they do.
do you think? Do the angles in all
triangles add up to 180?
 Keep this in mind whenever you work
with triangles.
** If students mentioned in the engage that
all angles in a triangle sum to 180 and it
seems as if most students agree, this section
may be skipped as long as the teacher
reviews this fact one more time.
Explanation: Estimated Time: ____10 minutes______
What the teacher does AND what the teacher
will direct students to do: (Directions)
Students will be given the worksheet titled
Isosceles Organizer in the attached and asked to
complete it to the best of their ability, and then
share with their groups. If time allows, students
should come write their answers on the board on
a larger, whole class version of the organizer.
Teacher Decision Check Point:
Once all students have completed and corrected all information in their organizer teachers will move on with lesson.
Clarifying Questions: Critical questions that Expected Student Responses AND Misconceptions -
will help students “Clarify their think like a student to consider student responses
Understanding” and introduce INCLUDING misconceptions:
information related to the lesson concepts
& vocabulary – check for understanding
(formative assessment)
**Use think-pair-share: Instruct students to
complete the organizer on their own, discuss
it with their groups (of 3), then have them
share with someone from another group.
Have a class discussion about the organizer
(See below for suggestions)
 Answers should vary with each group as well as
 What are your answers to the box with each student. There is no one right answer to
labeled definition? any section.
 What are your answers for the box  Students should use the exploration to answer the
labeled properties? properties and definition areas.
 What are some real world examples of
isosceles triangles?
Elaboration: Estimated Time: ____10 minutes______
What the teacher does AND what the teacher
will direct students to do: (Directions)
Students will draw and relate the information
about isosceles triangles to the real world on the
corresponding areas of the organizer.
Probing Questions: Critical questions that will Expected Student Responses AND Misconceptions -
help students “Extend or Apply” their newly think like a student to consider student responses
acquired concepts/skills in new situations INCLUDING misconceptions:
 Is there a pattern with the angles that are  Yes, they are opposite the sides with equal
congruent on isosceles triangles? Why is measures. I’m not sure. Magic! Because every
this? triangle had this pattern
Show students the Sides & Angles Worksheet
and ask the following questions.
 Take a minute to look at these triangles.  The biggest angles are across from the biggest
What do you notice about the sides and the smallest angles are across from the
relationship between the sides and the smallest sides. They should be equal too.
angles? What does this tell us about the
sides across from equal angles?
 (Draw an arbitrary triangle ∆ABC) If side  is larger than
is larger than , what do we know
about the angles BCA and ABC?” (
is larger than )  That the angles across from the two sides are
 If we know that two sides are equal, what equal.
else do we know about the triangle?
 (May be useful to draw a diagram on the
board)
 If we know one of the angles that are  One angle will be the same. We can find the third
congruent, how can we find the other two by subtracting the first two angles from 180.
angles?
 Use this information along with a  Students should use their rulers and/or
protractor and ruler to draw an isosceles protractors to draw an isosceles triangle.
triangle.
** at this point, have extra rulers and
protractors available if each student would like
one of his/her own.
Teacher Decision Check Point:
 Evaluation: Estimated Time: ___5 minutes_______
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Formative Assessment(s): In addition to the final assessment (bell ringer or exit slips), how will you determine students’ learning within this lesson :
(observations, student responses/elaborations, white boards, student questions, etc. Look at your Teacher Decision Check Point)?

The worksheets used in both the exploration and the elaboration will provide a formative assessment. Students will also be showed the examples of
triangles in the Triangles Worksheet and asked to hold up note cards based on whether they think the triangle is isosceles or not as an informal
assessment.

Summative Assessment: Provide a student copy of the final assessment/exit slips or other summative assessments you use in the lesson
Evaluation is attached in the form of a worksheet, titled Triangle Worksheet. Original source was Math Printable Worksheets.

All worksheets are listed below as well as included in their respective parts of the lesson.

Optical Illusion.docx Triangle Job Badges.docx Teacher Organizer.docx Sides and Triangles
Booklets.docx Triangles.docx Angles.docx Worksheet.docx

Exploration, Elaboration, Explanation,

Engage Exploration Evaluation
Evaluation
 UKanTeach 5E Lesson Plan Day 2

Author (s): Title of Lesson:

Team Members: Caitlin Haig, Kearsten Smith Exploring Equilateral Triangles

Lesson #2 Lesson Source (kit, lesson):

Date lesson will be taught: 9th and 12th Nov 2012
Grade level: 9th

Concepts/Main Idea –
During this lesson students will learn about three different types of triangles; Isosceles, Equilateral, and Scalene. Students will learn the
defining characteristics of each type and be able to apply that knowledge following the lesson to identify each type.

Objective/s- Write objectives in SWBAT form… Evaluation

The Students Will Be Able To: In the space below, explain the type(s) of evaluation that will provide evidence
that students have learned the objectives of the lesson (formative and
summative). You will provide student copies at the end of the lesson.
Evaluation is attached in the form of a worksheet, titled Triangle Evaluation.
 Summarize the definition/properties of an isosceles triangle in The attached organizer also provides a source of evaluation.
their own words.
 Measure the angles and sides of a triangle using a protractor
Triangle Evaluation
and ruler.
 Construct an isosceles triangle using protractor and ruler.
 Categorize triangles as isosceles or not isosceles based on their
properties.

 Connect isosceles triangles to multiple real world examples.

Kansas Math Standards

Math:

 Math Common Core 5: Use appropriate tools strategically. Using age-appropriate tools and materials.

 Math Common Core G.CO.10: Prove theorems about triangles. (measures of interior angles of a triangle sum to 180, base angles of
isosceles triangles are congruent)
Materials list (BE SPECIFIC about quantities) Accommodations: Include a general statement and any
Whole Class: specific student needs

Each student: Students will be presented with many visual aids and
written handouts. Students will also be working in groups
 One Sheet of Blank Paper (Engage) during most of the activities in this lesson and will be
encouraged to discuss concepts and topics with peers.
 One Equilateral Organizer (attached to back of name tent)
One activity will get students out of their chairs in a
 One Name Tent cooperative learning activity, allowing ELL students to
interact with their peers and receive help if needed from
 3 Note Cards (Red, Yellow, Blue) peers rather than the teacher. ADHD students will receive
this opportunity to get out of their seats and move around.
 One Ruler All instructions are written down and the organizer allows
for ELL students to have a list of the main vocabulary along
 One Protractor
with visuals.
Each group:
Safety: Include a general statement and any specific safety
 One ruler concerns

 One protractor
**Rulers and protractors will start out with one per group and later on in the lesson, each
student will need one. It is not advised that every student get one in the beginning
Normal classroom safety rules will apply; no other safety
rules should be required. Teachers should be sure to
monitor the group work to be sure that groups are working
together appropriately and respectfully. The rulers and
protractors should be taken from students using them
inappropriately.
Engagement: Estimated Time: __________

What the teacher does AND how will the teacher Probing Questions: Critical questions that Expected Student Responses AND Misconceptions -
direct students: (Directions) will connect prior knowledge and create a think like a student to consider student responses
“Need to know” INCLUDING misconceptions:

Students will be instructed to construct equilateral Be sure to try this activity beforehand, as some
triangles (using the Folding Triangles Worksheet students may struggle with following the folding
originally found at: Equilateral Triangle Folding). directions.

What do you notice about these triangles? They are symmetrical. All of the sides have the same
Extension for Students with high levels of Are there any rules that you think these length.
understanding: Have them make a design out of triangles will have like the scalene triangles Instead of having two sides with the same length,
their triangles. did yesterday? these triangles have three.

Why do you say that?

Folding Triangles

Teacher Decision Check Point:

Exploration: Estimated Time: ___15 minutes_______
What the teacher does AND what the teacher
will direct students to do: (Directions)
Check the students predictions from the engage
Students will be instructed to measure the
lengths of the sides in addition to the measure of
each angle in the triangles that they created in
the engage (measurements will be written on the
triangles themselves).
Teacher Decision Check Point:
When students are able to explain why all the triangles provided are alike teachers will know that students are ready to move on.
Probing Questions: Critical questions that Expected Student Responses AND Misconceptions -
will guide students to a “Common set of think like a student to consider student responses
Experiences” INCLUDING misconceptions:
Were your predictions correct?
How do you know this?
What do we know about equilateral
triangles? Write this on the organizer under
properties/description and use the
information to write your own definition of
equilateral triangles.
Ask the students to use what they know
about scalene and equilateral triangles to
draw one of each.
Extension for students with higher levels of
understanding: Have them draw a different
scalene triangle
How did you draw your scalene triangle?
Did any
Explanation: Estimated Time: ____10 minutes______
What the teacher does AND what the teacher
will direct students to do: (Directions)
Students will be given the worksheet titled
organizer in the attached and asked to
completely it to the best of their ability in their
groups. After completing this worksheet student
groups will share with one another, in the form of
a class discussion their answers. We will then
complete one as a class so that all students have
the correct answers.
Organizer
Teacher Decision Check Point:
Once all students have completed and corrected all information in their organizer teachers will move on with lesson.
Clarifying Questions: Critical questions that Expected Student Responses AND Misconceptions -
will help students “Clarify their think like a student to consider student responses
Understanding” and introduce INCLUDING misconceptions:
information related to the lesson concepts
& vocabulary – check for understanding
(formative assessment)
What do we know about equilateral Answers will vary with each group.
triangles? Write this on the organizer under Students should use the exploration to answer the
properties/description and use the properties and definition areas.
information to write your own definition of
equilateral triangles.
**Use think-pair-share: Instruct students to
complete the organizer on their own, discuss
it with their groups (of 3), then have them
share with someone from another group.
Elaboration: Estimated Time: ____10 minutes______
What the teacher does AND what the teacher
will direct students to do: (Directions)
Students will draw and relate the information
about equilateral triangles to the real world on
the corresponding areas of the organizer.
Teacher Decision Check Point:
Probing Questions: Critical questions that Expected Student Responses AND Misconceptions -
will help students “Extend or Apply” their think like a student to consider student responses
newly acquired concepts/skills in new INCLUDING misconceptions:
situations
Is there a pattern with the angles that are Yes, all sides are angles are congruent.
congruent on equilateral triangles?
If we know that all sides are equal, what else All tree angles are congruent
do we know about the triangle?
(May be useful to draw a diagram on the
board)
All three angles are equal. 180/3=60 or 60+60+60=180
If we know one of the angles that are
congruent, how can we find the other two
angles?
Use what you know about equilateral
triangles to draw one.
Extension: students can draw more than one
equilateral triangle.
Evaluation: Estimated Time: ___15minutes_______
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Formative Assessment(s): In addition to the final assessment (bell ringer or exit slips), how will you determine students’ learning within this lesson :
(observations, student responses/elaborations, white boards, student questions, etc. Look at your Teacher Decision Check Point)?
.
Evaluation is attached in the form of a worksheet, titled Triangle Evaluation.

Summative Assessment: Provide a student copy of the final assessment/exit slips or other summative assessments you use in the lesson
Evaluation is attached in the form of a worksheet, titled Triangle Evaluation.

Folding Triangles Organizer Triangle Evaluation

(Engage) (Explain/Elaborate) (Evaluation)