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Triangle Unit Plan
Subject Area: ELL Math/Geometry Grade Level: 7th grade Date: 11/15-11/19 Class size: 20 students
By the end of the week students will: -Be able to draw/identify the 4 different types of triangles (isosceles, right, scalene, equilateral). -Be able to explain the differences between these 4 types (side lengths in relation to others, angle measurements) -Understand the requirements for two triangles to be congruent -Have the ability to find the “missing angle” and or “missing side” on a given triangle when given hints. -Have the ability to find the area and perimeter of any triangle - Base x Height x 1/2 = Area - Side1 + Side2 + Side3 = Perimeter -Have a beginning knowledge of the Pythagorean Theorem for right triangles (will spend more time on this next week) - a2 + b2 = c2
Time-frame (General Lesson Plan)
Monday (Detailed Lesson Plan at the end) Length: 60 min. Materials needed: - 10 protractors - 20 rulers - 20 calculators - 6 sets of paper triangles Daily Objectives:
- Understand what makes a triangle a triangle (3 sides, angle sum=180 degrees) - Understand the 4 types of triangles Lesson Outline: 1. Bell ringer: What are some examples of triangles in the real world? (5 min.) 2. Discuss answers as a group, then compile a class list. (10 min.) 3. Vocabulary review while modeling how to use protractor and ruler. (20 min.) 4. Activity. (20 min.) 5. Discussion (10 min.) 5. Assign Homework: Start formula book (5 min.) Tuesday Length: 60 min. Materials Needed: - 10 protractors - 20 rulers - 20 calculators - 20 missing angle worksheets Daily Objectives: - Review Yesterday’s triangle lesson - Instruct about congruence of triangles using examples (two triangles are congruent if they have one of these properties: side-angle-side, side-side-side, angle-side-angle, angle-angle-side) - Practice measuring angles and finding missing angles Lesson Outline: 1. Bell ringer: Can a triangle’s angles add up to something other than 180 degrees? explain your reasoning. (5 min.) 2. Class discussion: Review and demonstrate why this can never happen. (5 min.) 3. Instruction about the congruence of triangles and review angles (20 min.) 4. Class Activity: Find the missing Angle when we are given two angles on the white board w/o the use of a protractor.(20 min.) 5. Short missing angle worksheet acts as a mini assessment to check student understanding (10 min.) Wednesday Length: 60 min. Daily Objectives: - Discover formula: Perimeter of a triangle - Discover formula: Area of a triangle
Materials Needed: - 10 rulers - 20 protractors - 20 calculators - Sheets of graph paper - Computer lab Lesson Outline: 1. Bell ringer: (they are shown a triangle with labeled side lengths on the whiteboard) What is the sum of the triangle side lengths? (5 min.) 2. Class Discussion: Introduce the word perimeter and the formula they used without realizing it: Side1 + Side2 + Side3 = Perimeter (10 min.) 3. Activity: Use graph paper to show that a triangle are half the area of quadrilateral with the same base and height (they will manually count the # of squares to realize this at first). (20 min.) 4. Computer lab: Area Tool online Applicationhttp://illuminations.nctm.org/ActivityDetail.aspx?id=108 (25 min.) Have students record in their notebooks the base, height, and area of ten different triangles 5. I will ask students questions that will lead them to the formula of ½ x base x height=area (explain that the height is always relative to the base that we choose, hypothetically any side can be chosen as the base) (20 min.) 6. Class discussion about what they discovered about the areas of triangle related to their prior knowledge of the area of a quadrilateral. (add to formula book) (10 min.) Thursday Length: 60 min. Daily Objectives: - Present Pythagorean Theorem Materials Needed: - 20 rulers - 20 calculators - 10 protractors Lesson Outline 1. Bell ringer: Ask students whether two given triangles (drawn on the whiteboard) are congruent (5 min.) 2. Discussion: Find out what the students know about the Pythagorean Theorem (5 min.)
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Instruction about the Pythagorean theorem (30 min.) Continue to work in the formula book and do practice problems for the rest class. (20 min. Homework is to bring a triangle shaped snack for tomorrow.
Friday Length: 60 min Daily Objectives: -Review week’s Lesson (types of triangles, congruency, perimeter, area, Pythagorean theorem) Materials Needed: - 10 rulers - 20 protractors Lesson Outline: 1. Bell ringer: Ask students to find the area of a triangle for review. (5 min.) 2. Discussion (5 min.) 3. Review of the week (10 min.) 4. Give in class time to help students to work on triangle formula book which is due next Wednesday (15 min) 5. At the end of class, show a triangle and ask the students to work in groups to find area, perimeter, length of the sides, and measure of the angles. What they find will be turned in on a piece of paper. This will be a mini Performance assessment that will count to their grade. (they can get help from their formula book) (15 min.) 6. Everyone brings a triangle snack to eat (chips, crackers, cheese, teacher will provide). If we have time we have time we will have people share what type of triangle their snack is.
Detailed Procedural Steps (for Monday’s Lesson) Monday Length: 60 min. Materials needed: - 10 protractors - 20 rulers - 20 calculators - 6 sets of paper triangles Daily Objective:
- Understand what makes a triangle a triangle (3 sides, angle sum=180 degrees) - Understand the 4 types of triangles (scalene, isosceles, equilateral, right) - Recognize the differences between these triangles Detailed Procedural Steps for Monday: 1. Step: Bell ringer: What are some examples of triangles? Teacher’s Role: At the end of the previous class write the bell ringer on the board using words and pictures. Then verbally state the bell ringer. Student Expectations: Answer the bell ringer in their math notebooks (they can write and or draw pictures) Time: 5 minutes 2. Step: Class Discussion Teacher’s Role: Talk about the bell ringer for a short time. Discuss what makes a triangle and how to compare them to the prior week’s lessons (over four-sided shapes). Then transition into discovering the properties of some of these various triangles. Teacher will have tangible triangles to present also. Students Expectations: Actively participate in discussion about the different types of triangles that are in real world. Time: 10 minutes 3. Step: Class demonstration and student guided practice Teacher’s Role: Demonstrate that by taking a paper triangle and cutting off the 3 corners then placing them together it will always form a line (aka 180º) no matter what the triangle may look like. Student Expectations: Review/Demonstrate “math vocab” that may not be understood by ELL students by modeling how to measure a side length and how to find measure an angle with a protractor. Show that triangles always have 3 sides and their angles always add up to 180º no matter what the triangle looks like. Time: 5 minutes 4. Step: Class activity Teacher’s Role: Give students paper-cutouts of the 4 different types of triangles. Each will be labeled with its appropriate name (isosceles, equilateral, scalene, right). Create assigned groups making sure their are varied ranges of intelligence. During the activity the teacher walks around and groups that are struggling help fill in the gaps of their understanding and possibly point out a
few patterns (for example equilateral triangles have the same side length. Make clear that we are looking for patterns relative to the triangles themselves and the other given triangles. Student Expectations: Students will use their protractors and rulers to discover how these triangles are different by labeling their angle measurement and side length. Their task will be to write some notes about each of the 4 types of triangles. Hopefully they will begin to make connections with this and their prior knowledge of triangles. Time: 20 minutes 5. Step: Class Discussion Teacher’s Role: At the end we will come together as a class and talk about what we have discovered. Generalize the triangles. Student Expectations: As a class we come up with the reasons for how to categorize the types of triangle. Time: 10 minutes 6. Step: Assign Homework (Triangle Formula Book) Teacher’s Role: Will hand students a small handmade blank all paper notebook (about 10 pages). Then will demonstrate how to do a sample page from the formula book on a poster board that will be hung up on the wall for all to see. Student Expectations: To start their formula book. If they have questions they can ask the teacher tomorrow Time: 5 minutes (at most) for explanation, the rest of the time for work Examples of what should be in their formula book by Tuesday: (the real life examples don’t have to be perfect) Right Triangle:
-One angle = 90º -The sum of the remaining two angles = 90º
Isosceles Triangle: -2 sides have equal length -2 angles are the same
Real life example:
Scalene Triangle: -No sides have the same length -No angles are the same
Equilateral Triangle: -All interior angles=60º -All sides have the same length