Date of Lesson __11/21/08__ Time
_9:00am-12:00 am Length of lesson 15 minutes
Curriculum Area Mathematics Content Area: Geometry
Title of Lesson Angle
Tangle
Age/Grade level 4th
Grade
Differentiation of
activity is to be provided throughout the lesson plan to ensure that childrenÕs
individual learning needs are met.
1. Learning
Objectives
o Students will be able to use a protractor to measure angles.
o Students will be able to make educated guesses as to the degree of the angles that are presented.
2. Assessment
(a) Learning outcomes of previous lesson related to this topic: Students should have basic knowledge of angles.
(b) Focus of assessment in this lesson: The focus of the assessment will be on whether students are able to use a protractor to measure angles and make educated guesses as to the degree of the angles that are presented.
(c) Method of assessment used in this lesson: Students will use self check to assess their answers, using a protractor. Also a teacher may confirm the correct answers, using a protractor.
(d) Differentiation: For students who do not have prior knowledge about angles more attention will be given to the introduction part of the lesson.
Angles will be given for students to measure. Students will also be able to create their own angles using a manipulative.
3. New York State
Learning Standards
4.PS.11 – Make pictures/diagrams of problems
á Students will draw angles using an Òangle creatorÓ.
5.M.8- Measure and draw angles using a protractor
á Students will measure various angles using a protractor.
4. Materials
-16 protractors
-16 angle creators
- 60 blank sheets of
paper – or 12 to 14 white board/slates (w/ markers)
-16 sharpened pencils
w/ erasers
-55 score cards
5. Lesson Process
(a) Introduction (5 min.) The teacher will begin by saying, ÒToday we are going to play a game using angles. Does anyone know what an angle is?Ó Students may not answer, suggesting they are confused. The teacher will then proceed to explain. The teacher will say, ÒAn angle is the space within two lines. Another definition of an angle is the amount of rotation one line has moved from another line.Ó The teacher will demonstrate an angle by drawing an angle on the whiteboard/piece of paper. The teacher continues and holds up a protractor asking, ÒDoes anyone know what this is?Ó Most students will not know.
The teacher will then proceed by saying, ÒThis is a protractor, it is used to measure angles in degrees. On your protractor there is a hole on the straight part, this hole is to go over where the two lines meet. The next step is to line up one of the lines drawn with one of the lines that are on either side of the hole. Does everyone understand so far?Ó The teacher will be showing the students on an actual protractors where exactly each part, being discussed is. The students may reply, ÒYes.Ó
The teacher now continues by saying, ÒAfter the protractor is placed correctly you can now determine the angle measurement. This is done by counting from zero to where the second line crosses the protractor. The lines in between the numbers are equal to one.Ó The teacher will now demonstrate 1 angle on the poster board but will then continue with 3 more angles (120, 90, 40). The last 3 angles will be demonstrated along with the students. This way the students will be able to practice before performing the activity.
After practicing how to use protractors the teacher will place the children in pairs. With the children in pairs the teacher will do a quick review on how to use the angle creators. The teacher will begin this review by saying, ÒOn your blank sheet of paper we are going to practice how to use our angle creators. The first step is to make the white leg parallel to the bottom of the paper.Ó The teacher will pause and observe to make sure all students understand. The teacher will then continue by saying, ÒNow to create an angle, you do not move the white leg, you only move the blue leg. This will creates the angle. Now working with your partner one of you will hold the angle creator in place while the other partner traces the inside of the angle creator. Now you have created your own angle on your paper.Ó While explaining how to use the angle creator the teacher or the assistant will be demonstrating at the same time.
After the demonstration the teacher will say, ÒNow we are going to do activity using angles and protractors.Ó
(b) Learning procedures relating to objectives (5-7): ÒTodayÕs activity is called Angle Tangle. You will be working with your partners.Ó If needed there can be a group of three. After placing the children in pairs, instructions to the game are explained.
1. Player A uses an angle creator to draw an angle on a sheet of paper.
2. Player B estimates the degree measure of the angle.
3. Player A measures the angle with a protractor.
4. Player BÕs score is the difference between the estimate and the actual measure of the angle.
5. Players trade roles and repeat steps 1-4.
6. Students will play 3-5 rounds based on time and understanding.
(c) Conclusion (3-4 min.) The teacher will then bring the students back whole group and say, ÒNow that you have played a few rounds look over your scores with your partner and determine what rounds you each had the closest guess.Ó Allow time for students to discuss with their partners. The teacher then brings them back whole group again and says, ÒNow that you know what angles are and how to measure them you can do this activity at home with friends or family.Ó
6. ÒIf timeÓ/ extensions If time allows the teacher can have the students add up their scores for all the rounds and determine their total score.
7. References
Everyday math, Angle Tangle. Retrieved November 13, 2008, from Everyday Math Learning Web site: http://www.auburn.wednet.edu/everydaymath/games46/angletangle.htm