Unit Topic: Shape and Space

Lesson Topic: Demonstrate that the sum of interior angles is 180 degrees in a triangle
and 360 degrees in a quadrilateral. Construct and compare triangles.

Grade Level: 6

Lesson Duration: 60 Minutes Date: 11 Apr 19

Major Concepts/Generalizations/Understandings:

• All measurements are comparisons.

• The unit of measure must be of the same nature of as the property of the object being
measured.
• Many geometric properties and attributes of shapes are related to measurement.
• Use direct or indirect measurement to solve problems.

Learning Objectives/Outcomes:

1.Students will be able to understand that the interior angles of a quadrilateral and
triangle are the same for all quadrilaterals and triangles (knowledge)
2.Students will be able to answer questions on the sum of a triangle and quadrilateral
(Knowledge)
3.Students will show an appreciation for the procedure to measure and adding angles
(Attitude)
4.Students will work independently as well as in groups to accomplish angle sum
activities (Social Participation)
5.Students will participate independently and collaboratively in completing angle sum
activities illustrating their knowledge of angle measurements of quadrilaterals and
triangles (Skill)

Social Skill Objectives:

1. Students will actively listen to instructions

2. Students will participate in class discussion
3. Students will think critically about the ideas they are presented

Learning Resources:

 Angle sum activities

 Protractor, pencil
 Grid paper
 BLM 6.SS.4.1, BLM 6.SS.4.2
 https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Angle-
Sums/
Lesson Procedure

1. Lesson Introduction 5 Minutes

• Take attendance.
• Lunch Runners.
• Hand out Math Minutes.

2. Development 45 Minutes

• Introduce new lesson:

• Construct and compare triangles in different orientations, including:
• Scalene
• Isosceles
• Equilateral
• Right
• Obtuse
• Acute
• Regular Polygon – all sides and all angles are congruent
• Irregular Polygon – sides and angles are not all congruent
• Triangle – polygon with three sides and three angles – triangles are sorted according
to their sides:
• Scalene – triangle with no congruent sides and no congruent angles
• Isosceles triangle – triangle with at least two congruent sides and two congruent
angles.
• Equilateral triangle – triangle with three congruent sides and three congruent angles
• Right triangle – triangle with one right angle
• Obtuse triangle – triangle containing one obtuse angle (greater than 90 and less than
180)
• Acute triangle – triangle in which all three angles are acute (greater than 0 less than
90)
• When two figures have the same shape and size they are congruent.
• Distribute Grid paper
• Draw one triangle using a ruler and protractor
• One quadrilateral using a ruler and protractor
• Mark each interior angle of each shape with a different letter
• Name each interior angle of each polygon according to its measure
• Sort a set of triangles according to the length of the sides
• Distribute BLM 6.SS.4.1 and BLM 6.SS.4.2
• Cut the cards of triangles in BLM 6.SS.4.1 so they have 8 cards.
• Measure all three sides of each triangle
• On BLM 6.SS.4.2 mark down:
• Name of triangle
• Length of each side
• How many sides have the same length
 • 3 sides have same length
• 2 side have same length
• No sides are the same length
• Discuss with partner
• Copy partners response on your sheet
• Sort triangles according to number of sides the same
• Discuss and record observations.
•
• 3. Closing 5 Minutes

• Confirm the measurement of sum of angles and types of triangles

Ongoing Assessment and Evaluation

• Were the students able to understand the sum of angles for triangle and quadrilateral.
(Assess Orally)
• Were the students able to formulate their own ideas whilst completing and sharing
their ideas about different triangles. (Assess during group discussion, BLM activity)
• Were the students able to demonstrate critical thinking while interacting with the class?
(Observe interaction)
• Did the students work well independently and in groups? (Observation; BLM
Assignment)

Teacher Reflection

• Was my intent of the lesson clear?

• Was I able to manage the class during the group research phase?
• Was the topic effective in developing higher learning skills?
• Did I miss a learning objective? If so, why?
• Did the activity work with this topic?
• What could I change to improve the lesson for next time?

Home Work

• N/A

How are students’ learning differences and Multiple Intelligences addressed in

the lesson?

Learning style differences

• Visual Learners (BLM Activities)
• Auditory Learners (Class Discussion)

Multiple Intelligences
• Interpersonal Intelligences: (Class Discussions)
• Intrapersonal Intelligences (Reading)