Names: Maddie Stanley Binford Elementary School

M201 Andrea Phillips, SP 2019 Schulze, 4th Grade

Math Lesson Plan: Examining Angles and Classifying Polygons

Lesson Objective(s):
1. Students will learn how to adapt different angles to complete a shape.
2. Students will learn how to find missing angle measurements in polygons.

District Outcome(s) and/or State/National Standard(s):

Content Standard:
5.G.2: Identify and classify polygons including quadrilaterals, pentagons, hexagons, and
triangles (equilateral, isosceles, scalene, right, acute and obtuse) based on angle
measures and sides. Classify polygons in a hierarchy based on properties.
5.G.1: Identify, describe, and draw triangles (right, acute, obtuse) and circles using
appropriate tools (e.g., ruler or straightedge, compass, and technology).Understand the
relationship between radius and diameter.
Process Standard:
PS.7: Look for and make use of the structure. Mathematically proficient students look
closely to discern a pattern or structure. They step back for an overview and shift
perspective. They recognize and use properties of operations and equality. They
organize and classify geometric shapes based on their attributes. They see expressions,
equations, and geometric figures as single objects or as being composed of several
objects.

Lesson Prerequisites and pre-assessment of students:

● What do your student’s need to know in order to engage in your lesson in a meaningful
way?
● Students will need to go into the lesson with basic background knowledge that a triangle
adds up to 180 degrees. Students will also need to know the basic knowledge of acute,
obtuse, and right angles. Students will learn how to adapt angles in shapes and form
different lines and shapes from there. Students will also be able to find missing angles in
shapes which is helpful in the understanding of measuring different polygons. The
student's ability to find these types of angles and measurements will help with their better
understanding and higher knowledge of the subject.
 Materials We Will Bring:
● worksheets

Launch: 10 minutes
The teacher will start the lesson by standing in front of the class and asking the students if they
know how to find the angles of a power polygon. The teacher will begin the discussion by asking
students the angle measurement of the letter “L” would be. The teacher will have students raise
their hands if they know the answer. Student’s would give answers like, “Letter L has a 90-
degree angle or Letter L is a right angle.” The teacher will call on one student at a time to
explain how they know how to measure other angles of a Power Polygon. The student will
respond with a correct answer of how they know how to measure other angles of a power
polygon. Some students will say a 90-degree angle is a right angle and a straight line is a 180-
degree angle. The students will say that if you know what some of the angles are like right angles
and straight lines it is easier to find the other angle by subtracting your known angles.
The teacher will then put a problem on the board with a degree for one of the angles of the
triangle missing, as shown in the picture below. The teacher will have the students work on
triangles 1 and 2 in their worksheets to find the missing angle measures. The students will share
their finding with the teacher so that she too can fill in the missing information on the worksheet
projected for the class to see.

The students will raise their hands to participate and figure out this problem as a class. They tell
her that they know a triangle adds up to 180 degrees. Then the students can come to the
agreement that for triangle 1, 70+50= 120. The students tell the teacher to subtract 120 degrees
from the 180 degrees to get 60 degrees.
The teacher puts another problem on the board (triangle 2). The students will be asked to find
the three missing angle measures. Since it is an equilateral triangle, the students will recognize
that in order to find the missing angle measures, they will have to do 180/3. This will give them
60 degrees for each missing angle.

Investigate: 25 minutes
For this activity, students will work together in pairs to first complete a worksheet adapted from
the investigations text on describing polygons. The worksheet shown below, helps students
review how to compare the two polygons and how to look for certain types of angles. By
students working in pairs for this activity, they can help assist one another in making sure they
both understand the topic at hand.

After the students finish the worksheet they will participate in a whole group discussion to
compare and contrast their ideas. Through this, we will introduce the idea of finding the sum of
interior angle measures. We will ask them to see if they can find ways to find the sum of the
measures in these two polygons presented in the worksheet. After they have developed some
ideas, we will present a sheet with various polygons on the board and ask them to think about
how to find the sum of angles for all of them.

Summarize: 5 minutes
Once the class has finished thinking about these polygons on the board, the teacher will direct
the class back to the carpet to have a whole class discussion to go over what they think about
how to find the sum of interior angles in various polygons. The teacher will then show the
students that by picking one vertex of a polygon and drawing straight lines to each other vertex,
you can form triangles within the polygon. This will represent that the total number of triangles
created within the polygon is (n-2) the total number of sides. We will then show them that for all
polygons, to find the sum of interior angles you can use the equation, (n-2)x180.

Adaptations:
● Gearing up: For students who need more of a challenge. We will draw other polygons
on the board that have more than three sides and have them determine the missing angle
measures. This will push them to learn the pattern for the total angle measure in various
polygons.

● Gearing down: If students are having trouble with these activities, we could have them
work as a table group with teacher assistance, or as a whole class instead of working in
pairs. This would allow students to receive the support they need to be successful.

Reference(s):
● “Investigations” textbook: Grade 5 Investigation Lesson 1.6 Examing Angles and
Classifying Polygons pg. 57-64.