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Instructional Plan Template
Mathematics Governor’s Institute
2004
(Download as Microsoft word document: geometry.doc, worksheet1.jpg,
worksheet2.jpg)
Names of group members: Linda and Jennifer Rivelli
Topic/Theme: Geometry-Kinds of Angles
Level: Grade 4
Time Element: 1-2
class periods
NCTM Standards Addressed:
·
Analyze
characteristics and properties of two- and three- dimensional geometric shapes
and develop mathematical arguments about geometric relationships.
·
Apply
appropriate techniques, tools, and formulas to determine measurements.
·
Organize
and consolidate their mathematical thinking through communication.
·
Use
the language of mathematics to express mathematical ideas precisely.
·
Communicate
their mathematical thinking coherently and clearly to peers, teachers, and
others.
PA Math Standards Addressed:
·
2.3.3
B Determine the measurements of objects with non-standard and standard units.
·
2.3.5
C Estimate, refine, and verify specified measurements
of objects.
·
2.10.5
A Identify and compare parts of right triangles, including right angles, acute
angles, hypotenuses and legs.
·
2.10.5
B Create right triangles on a geoboard.
Math Assessment Anchors Addressed:
·
M4.B.2
Apply appropriate techniques, tools, and formulas to determine measurements.
o
M4.B.2.1
Select
and/or use appropriate tools and/or measurements.
·
M4.C.1
Analyze characteristics and properties of two- and three- dimensional geometric
shapes and demonstrate understanding of geometric relationships.
o M4.C.1.1 Identify/describe the basic properties of two- or three-
dimensional figures.
o
M4.C.1.2
Represent and/or use properties or relationships of points, lines, line
segments, rays and angles.
·
R4.A.2
Demonstrate the ability to understand and interpret nonfiction texts, including
informational, e.g., textbooks and print media (magazines, brochures, etc.);
autobiography; biography appropriate to grade level.
o R4.A.2.1 Identify the meaning of vocabulary from various subject
areas.
Objectives:
·
Students
will classify angles as right, obtuse, or acute.
·
Students
will describe characteristics of right, obtuse, and acute angles.
Instructional Strategies and Plan (include strategies used to help
different types of learners, i.e. auditory, visual, etc):
1.
Set-Up:
10 Angle Cards will be magnetically stuck to the board in random order and
chart paper will be set up as a graphic organizer with vocabulary word in the
center and 4 sections labeled “definition, picture, examples, and
non-examples”.
Think-Pair-Share Review
2.
Students
will think-pair-share to review the definition of an angle from the previous
lesson.
3.
The
teacher will read a short excerpt from Angles are Easy as Pie.
Introduce-Pocket Chart Activity
4.
The
teacher will take 1 angle card at a time from the board and place it in the
pocket chart in groups according to type of angle. Students will look for the pattern.
5.
When
students see the pattern they may raise their hand and be called up to choose
an angle card from the board and place it in the correct column. Continue calling volunteers until the
majority of students have their hands up.
Call on someone to tell what criteria are being used to group the
angles.
6.
The
teacher will introduce right angles by measuring an index card against the
right angle so that it forms a perfect square corner.
7.
Student
helpers hand out index cards to each student.
The students will mimic teacher modeling of index card use on their desk
edges.
8.
The
teacher will demonstrate that when the index card is held against the acute and
obtuse angle, it does not match up.
9.
ASK:
How does the index card help you determine what kind of angle you’ve found?
10. The teacher will discuss with students the
definition for a right angle. On the
chart paper, write their definition.
Student helpers will pass out scavenger hunt worksheet. The teacher will explain that students will
have 2-3 minutes to search around the room using their index card as a tool to
find right angles in the classroom. Give
a 1 minute warning.
11. The teacher will hand Jimmy the
transition object (bell). Jimmy will
ring the bell for students to return to their seats. Students will come back
and share their examples. The teacher
will copy their examples on the chart paper.
The teacher will elicit non-examples of a right angle.
12. The same procedure will be followed for
obtuse and acute angles.
Geoboard Activity
13. The teacher will place a rubberband on a
geoboard forming one ray of an angle. A
student will be called on to place a 2nd rubberband on the geoboard
to create an angle specified by the class (right, acute, or obtuse). The teacher will tell students that now they
will make their own angles.
14. Student helpers will pass out geoboards
and 2 rubberbands to each student.
15. Students will be directed to form the 3 kinds
of angles. After each formation the
teacher will direct students to hold up their geoboards to show that they
formed the correct angle. (All Student
Response)
16. Student helpers will collect back the
geoboards and rubberbands.
Think-Pair-Share
17. To sum up the lesson, students will take turns naming the 3 kinds of angles and tell which is the largest of the three.
18. Pass out the assessment. Explain the directions: Students will cut out the 10 angle cards (identical to ones used with pocket chart) and glue them under the correct heading. They will then write a journal reflection on what criteria they used to sort the angles. (Jimmy has the option to do this assessment orally with the teacher.)
Materials/Resources: Angles are Easy As Pie by Robert Froman and Byron Barton
(Youth Math Books; Harpercollins, 33 pgs., 1976), index
cards (1 per student and 1 for teacher), pocket chart, 2 rubberbands per
student, geoboards (1 per student), 10 large pre-made angle cards with magnets
or tape on back (3 acute, 3 obtuse, and 4 right angles at varied orientations),
scavenger hunt activity sheet (1 per student), 3 pieces of chart paper, marker,
bell, scissors and glue sticks for each student, and angle assessment sheets.
Interdisciplinary Connections:
·
·
Technology-
CD-ROM
http://Illuminations.nctm.org
·
Other-
Art-Angles
in art and architecture
Science-
Angles in nature, constellations, simple machines, investigation: which kind of
angle is strongest?
Research
and Writing- Practical uses of angles (designing planes, golf clubs, telescope
lenses, buildings, etc.)
Assessment Strategies:
·
Formative Evaluation (checking student understanding during the
lesson): In an “all
student response” format, students will make the 3 kinds of angles on their
geoboards and hold them up for the teacher to see.
·
Summative Evaluation (How will it be determined that the
objectives were achieved?): The students will sort pictures of angles
under the correct headings and explain in a journal response how they grouped
the angles.
Correctives/Remediation:
·
Take
students aside and work with them in small groups.
·
Assign
students having difficulty a peer or cross-age tutor.
Extensions/Enrichment:
·
Card
game “WAR”(Playing cards, each having one of the three kinds of angles, are
used to play a game whereby the student who has the largest of the two angles
takes both cards.)
·
Poster
collage (Find pictures of the three kinds of angles and form a collage.)
·
A
to Z (Search for kinds of angles.)
·
My
Angle Book (Draw pictures of objects in the environment that contain acute,
obtuse, and right angles.)
·
Marble/Paint
activity (Observe angles formed by the movement of the marble)
·
See
Interdisciplinary Connections
Special Accommodations (special needs students)
·
Description of the Special Needs student selected:
Jimmy is
a student diagnosed with Asperger’s syndrome.
Strengths
·
Above
grade level in decoding and reading fluency
·
Memorizing
facts
·
Loves
anything fact based
Weaknesses
·
Poor
fine motor skills
·
Problem
solving
·
Inferential
thinking
·
Trouble
writing within boundaries and organizing written work
·
Multi-step
sequencing
Accommodations to use with this student:
·
Make sure that you have the
student’s attention before asking a question.
·
Provide alternate formats
for completion of worksheets.
·
Allow the student to
actively move during assessments.
·
Provide the student with a
method of recognizing when the task is complete and what task is next.
·
When giving directions for
the activities, make sure that the expectations are very clear to the student.
·
Allow students to work with
a peer.
·
Allow the student to use a
felt tip pen.
- Provide the student with a transition warning before
group activities begin.
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