|
|
||||||||||||||||
|
Lesson Plans |
||||||||||||||||
|
|
||||||||||||||||
|
Lesson Title/ Focus: Introduction/Angles
Input: This is the first lesson of the unit where I will let the student know what the expectations are and what the purpose is. In this lesson the students will be learning about angles and their relationship to other angles.
Instructional Materials Needed: Math Journals for each student Angel worksheet for each student Homemade Geostrips (should be about 1 inch wide and lengths should be 6, 7, 8, 9, 10, 11, and 12 centimeters) The should have holes, one in the center and 2 that are 2 centimeters apart at each end of the strip. (about 10 sets of all the measures mentioned above) Angle Fixers ( patters for angle fixers should include 30, 45,75, 90, 105, 135,150, and 180 degrees) ( about 5 sets of all the angels mentioned above) Brass Fasteners ( about 40)
Lesson Objectives: Instructional/Informational Objectives: The student will be able to identify the different type of angles formed. The student will know all the parts of an angle. The student will know what angles are measured in degrees. The student will know that acute angles are less the 90 degrees. The student will know that right angles are exactly 90 degrees. The student will know that obtuse angels are grater then 90 degrees. The student will know that a straight line is and a reflex angle is grater then 180 degrees. The student will be able to identify the part of angels like, vertex, sides. Unit Questions: What are angles? Content Questions: What are the parts of the angles? What are the different angles called? How do you measure angles? Standards: Math ELAR 1 The student understands and applies the concepts and procedures of mathematics. 2. The student uses mathematics to define and solve problems. Math GLE 2.1.2. Determine what information is missing or extraneous. 1.3.2. Use the attributes of angles and polygons. Reading ELAR 1.2 Use vocabulary (word meaning) strategies to comprehend text. 1.3.1. Understands and apply new vocabulary. National Standards: Understand relationships among the angels and side lengths.
Grouping Students for Instruction: Students will have individual work in their math journal. Students will have a group activity but each student will have independent worksheet work to complete during the activity.
|
||||||||||||||||
|
Teaching Plan |
||||||||||||||||
|
Anticipatory Set: (7 minutes) I will have solid geometry shape, angles and polygons on the front table to introduce the unit of angles, polygons and solid figures. I will ask student to take out their math journals and write a KWL chart. They will fill in that K and W. I will have a short introduction and discussion about what the student know and want to know about geometry. I will then ask the student what they know about angles. I will let them know what we will be learning about the different types of angles, parts of angles and what they are called. Modeling:(5 minutes) I will let the student know how the geostrips and the angle fixers work to create the different angles. I will show them how to put the angles together and then explain to them what they are going to be doing activities in groups of 4 where they will be find out more information about angels. Guided Practice: (25 minutes) During this time I will walk around the classroom and ask the students questions and have them explain to me what they have found out about the angles with the activity. The students will be working in groups but they will be writing down their work individually. The students will be investigating and estimating the angle measures. Throughout the activity they will be learning new vocabulary and I will be checking to see if they are using it. Independent Practice: The students will have a homework assignment that deals with measuring angels with a protractor and identifying different angles and the parts of angles. The homework assignment will be graded for completion only. I will look at the assignments to see if there are any problems that I need to address about angles in class. Checking for Understanding/ Questions:(throughout the activity) During the activity I will be asking the students to show me what a right, obtuse, acute and straight angle looks like. I will also ask then to identify the different parts of angles. I will look at their activity sheet to see if they understand the concepts. I will also look at their homework assignment. I will be answering any questions the students have during the activity and at the end of the activity I will have the students explain to the class what they found out. Closure: (15 minutes) I will have a classroom discussion where the students will shear with the class what they found out about angles doing the activity. I will ask them questions to see if they understand the concepts of angles. I will spend about 5 minutes reviewing the concepts of angles and the vocabulary using pictures to illustrate the vocabulary. Have the students write in their journals 5 things they learned today. Assessment Strategy: I will be observing the students responses throughout the activity. I will check their responses on the worksheet for the activity. I will also check their homework assignment. They will also have an entry task in their journals that I will be checking.
|
||||||||||||||||
|
Lesson Plan Rationale
|
||||||||||||||||
|
Reflection I expect the lesson to go well; I think the students may have some difficulty with putting together the geostrips. I plan to show them how to put them together to avoid problems. I will also give the students a mnemonic to memorize the names and size of the angels. The mnemonic is, A riddle often sounds ridiculous.
Learning Target(s) The Learning targets for this lesson were created from the state learning goals or EALRΥs and GLEΥs. I have made the lesson so that the students will be able to accomplish these standards with this lesson. This is a geometry lesson and I have incorporated reading to it because the students will be reading during the activity and learning new vocabulary. In this lesson I will introduce the unit of angles, polygons, and solid figures. The focus of this lesson is for the students to organize and synthesize about the basic concepts of angles in geometry. The learning target is to know the parts of angles, identify different angels and have an idea of how angles are formed.
Learning Experiences The students will be working in groups for this lesson. They are working the cognitive, affective and psychomotor skills in this activity. This activity allows them to discover the different types of angles and how they are formed.
Models Used in This Lesson I chose the Cooperative Learning model because the students will be working together and sharing their ideas about what they know about angles. The students will work together to discover properties about angles. They will be guided by an activity, their own previous knowledge and by me.
Classroom Management Considerations In this lesson I will be considering several classroom management concepts. The first will be to inform the students that the classroom rules apply to group activities. I will provide detailed procedures for the students to follow while they are doing group activities. I will walk around the room making sure that students are on task and following procedures. I will provide a checklist of what the students will need to do for the group activity. The most important thing is making sure that the students follow the same rules used at all times in the classroom of listening quiet, listening, respect and staying on task.
Differentiated Instruction Considerations I will have more challenging questions for the students that are more advanced and will complete the task faster. I will have a list of questions and suggestions for them to follow if they are more advanced. I will group the students accordingly if they are non English speakers I will make sure that someone who speaks Spanish or their native tongue is in their group. I will make sure that students with IEPΥs get the accommodations needed to be successful in this lesson. If they need someone to read the instructions I will make sure to do that.
Habits of Mind Reflection Persistence: I will provide the student with manipulative that they can use to gain understanding of angles. The student will be working with a partner but completing their own work for understanding of new information. Listening to Others: The students will be working in partners so they need to learn to be able to work and listen to their partners as well as to my directions. Flexibility in Thinking: The students will be working in pairs so their partners may have different ways of seeing and explaining angels. This helps both of the students because they can view the same problem in two different ways. Meta-Cognition: At the end of the activity the students will have to talk about what they learned and how they think they learned it. Questioning and Problem Solving: During the activity the students will be questioning how angles are formed and using the geostrips to figure out what angel is formed. Past Knowledge: The students will need to use their past knowledge of angles, space, degrees, measurement, amounts, and geometry shapes. Using all Senses: The activity is a hands on activity that allows students to use the sense of touch. They will also be working with a partner so will have to listen to the angel problems. It also includes visual learners because they are using the geostrips to construct the angels. Originality: The students can be creative and come up with angles that their partners did not come up with and also use information their partners may not know to solve some of the angel problems. Wonderment: This activity allows students to question and wonder where angles are formed. The students will have questions and creative ideas about angles. Drawing on past knowledge and applying it to new situations: The students will need their past knowledge on angles to solve and understands the new information about angels. The more past knowledge you can recall the easier this lesson will be if the information is correct.
BloomΥs Taxonomy Domains and Levels
Five Authentic Learning Characteristics Reflection Provides Higher Level Thinking: Students will be visualizing and explain the different types of angels with the geostrips. They will be exploring different types of angles. Connections to the Real World: I will have a discussion of where they see angles in the classroom. We will talk about the walls, tables, cabinets and anything they see has angels. Thickness and Depth: I will cover all the aspects of angles form the parts to the different formations. The students will get to make the angels with the geostrips. Substantive Discourse: The students will be working in pairs so they will be able to talk about the different angles. I will also have a class discussion on what angels are all about and how they are formed. Disciplined Inquiry: I will question the students on angles they may not know and also have them come up with questions about the different angel formations.
GardnerΥs Multiple Intelligences Visual/Spatial: The students will have geostrips to work with and look at the different angles. They will also have example of the different angles. Logical/Mathematical: The student will have to understand where angles are formed and how they are measured. Verbal/Linguistic: The students will talk about the different angles in groups and as a whole class about angles. Bodily/Kinesthetic: In this lesson I will be using geostrips where the students can make their own angles and estimate the angle measure. They can change the angle measure on the geostrip. Interpersonal/Social: The student will be working in pairs for the angle activity. Intrapersonal/Introspective: The student will have to reflect on the different angels and how they are formed. Naturalist: The students will be looking at the different angels that are found in the classroom and outside of the classroom as well.
At the end of this lesson the students will be using the program Geometry Sketch Pad to do draw and angles and measure them. They will start to observe that the length of the legs does not affect the degree size.
NETS 1 Creativity and Innovation The students will be using the program in the computer to create angles and learn about their measures. They will use their creativity to create whatever angles they whish. The students can also luck at how the size of the leg affect the degree of the angle. This is connected to the lesson plan objectives because the objectives of the lesson is for the students identify the different angles by their measures. The students would be exploring with different sizes and they would have to identify what they are called.
|