Lesson Title: Measuring Angles
Grade level: 5
Lesson Length: 1 hour
Learning Objectives:
1. The student will analyze and measure angles using a protractor.
2. The student will identify angles as right angle, acute angles, and obtuse angles.
3. The student took pictures of right, acute, and obtuse angles and draw right, acute, and obtuse angles on the images.
NETS and EALR Standards:
1. Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology. Students:
Standard b. create original works as a means of personal or group expression.
Students will learn about angles through instruction and guided
practice. During independent practice students will be partnered
together, given a digital camera and allowed to walk about the school
grounds to find angles, and take take pictures of the angles, which is
the original works of their expression of one of all three different
types of angles with their camera.
2. Communication and Collaboration:
Students use digitial media and environments to communicate and work
collaboratively, including at a distance, to support individual
learning and contribute to the learning of others. Students:
Standard a. interact, collaborate, and publish with peers, experts, or others employting a variety of digital environments and media.
Students will take digital pictures with their partners of examples of
angles, then they will upload the images and print them to find the
angle with a protractor. After they have found the angles, students
will copy the digital image into a PowerPoint slide show and create a
slide for each image with the found angles and lables. The published
works will be shared with their classroom peers.
Standard b. communicate infomration and ideas effectively to multiple audiences using a variety of media and formats. Students will take digital pictures with their partners of examples of
angles, then they will upload the images and print them to find the
angle with a protractor. After they have found the angles, students
will copy the digital image into a PowerPoint slide show and create a
slide for each image with the found angles and lables.The published works will be shared with their classroom peers.
3. Reserach and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students:
Standard d. process data and report results. Students
will take pictures of the angles to process the data, the will print
out the images to process the data with pencils and a protractor. The
students will then report the results on a PowerPoint slide show and
communicate information and ideas to their classroom peer audience.
EALR 1
Integration: Students use technology within all content areas to
collaborate, communicate, generate innovative ideas, investigate and
solve problems.
1.1 Innovate: Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will learn about angles through instruction and guided
practice. During independent practice students will be partnered
together, given a digital camera and allowed to walk about the school
grounds to find angles, and take take pictures of the angles, which is
the original works of their expression of one of all three different
types of angles with their camera.
1.2 Collaborate: Use
digital media and environments to communicate and work collaboratively
to support individual leaning, and contribute to the learning of
others. Students will take digital pictures with their partners of examples of
angles, then they will upload the images and print them to find the
angle with a protractor. After they have found the angles, students
will copy the digital image into a PowerPoint slide show and create a
slide for each image with the found angles and lables.The published works will be shared with their classroom peers.
Materials:
1. Digital Camera
2. Protractor
3. Photo Printer
4. Angle Worksheet
5. Angle Inforamtion and Facts
Anticipatory Set:
Have a discussion about angles. I will say "Today we are exploring
angles, can anyone tell me about angles?" I will allow this to continue
for a minute or two, then I will ask "How do people in various
professions use angles to complete their work?" allow time for
discussion. Then I will ask "How do people use angles in their everyday
lives?" allow time for discussion, then I will ask " How do you use
angles?" I will allow time for discussion, then introduce the lesson on
angles.
Modeling: I will provide information and facts about angles. Then I will practice or model how to find an angle. I will create my own problems as well as complete one on the students worksheets.
Guided Practice: I will complete two problems with the students, we will do the student worksheet problems together.
Independent Practice: Student
will complete the worksheets. I will be walking around to help students
complete the worksheets and answer questions. Once everyone has
completed the worksheets, I will select student partners. I will have
higher ability students work with students who have a lower ability
level. I will introduce the extention part of the lesson, which is also
checking for understanding.
Checking for Understanding: Student
will be paired up, as mentioned previously. They will be given a
digital camera to walk around school to take pictures of objects that
have acute, right and obtuse angles. After students have one picture of
each they will come back to the classroom and upload the images, print
them out, one for each studnet, and find and draw the angle on the
image. After students have found the degree of the angle they will
create a PowerPoint slide show with the images and their angles that
they will share with their classmates.
Closure:
The wrap-up activity will be the slideshows because it will show me
what they students have learned. They will be able to see angles all
around them everyday.
Assessment Strategy: This
slide show will be printed out and placed into each students math
portfolio, in addition to the printed image with angles. The
student analyzed and measured angles using a protractor on their
worksheet and their images. The student identifed angles as
right angle, acute angles, and obtuse angles in their worksheets,
images and slide show. The student took pictures of right, acute,
and obtuse angles and draw right, acute, and obtuse angles on the
images.