Lesson Plan (Repaired)

.docx

School

Western Governors University *

*We aren’t endorsed by this school

Course

095

Subject

Mathematics

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by ElderWallaby3405

Direct Instruction Lesson Plan Template General Information Lesson Title: Identifying and Differentiating Angles Subject(s): Math Grade/Level/Setting: 5 th grade Prerequisite Skills/Prior Knowledge: What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson? It is assumed that students will have an understanding in the difference of right, acute, and obtuse angles; students understand how to classify 2-dimonsional shapes into categories and recognize that properties of those shapes belong to all shapes in sub-categories. Standards and Objectives State/National Academic Standard(s): 5.G.B.4 Classify two-dimensional figures in a hierarchy based on properties. https://www.thecorestandards.org/Math/Content/5/G/B/4/ Learning Objective(s): Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition, behavior, and criterion). Given images of 10 triangles, students will be able to sort triangles based on features of their internal angles with 80% accuracy. Materials Technology What materials will the teacher and the students need in order to complete the lesson? Clock Scissors Activity Worksheet “Angles: Which doesn’t belong?” Flashcards Pencils Smartboard Student-friendly magazines How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model to explain the technology integration strategies you plan to use.) Video: Angles Song: Acute, Obtuse, & Right Angles This video will enhance student learning by describing angles using a catchy song that students will be able to use to remember the different types of angles and their definition. https://www.youtube.com/watch? v=NVuMULQjb3o Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions include identifying main ideas and details; analyzing and interpreting characters or

events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language functions in math include predicting from models and data, recording multiple ways to solve problems, justifying conclusions, evaluating data and explaining how or why certain strategies work. Students will analyze internal angles. Students will compare triangles. Vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline. Degrees- unit of measurement for angles Right Angle- an angle with measurement of 90 degrees where two perpendicular lines meet Acute Angle- an angle with measurement less than 90 degrees Obtuse Angle- an angle with measurement greater than 90 degrees and less than 180 degrees Discourse and/or Syntax: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables). Students will pair up to and analyze internal angles of triangles. Students will sort triangles into 2 groups and explain their reasoning. Planned Language Supports: The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines. The teacher will provide visual representation of angles using hand motions to describe the angle. Students will create flash cards for each angle with its definition and a visual representation of the angle. Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions 1. Write the student language friendly objective on the board “I can identify and describe angles” and have students recite the objective as a class. 2. Play the video “ Angles Song: Acute, Obtuse, & Right Angles” on the smartboard. 3. Display images of familiar objects with similar angles like the letter 1. Students will recite the class objective out loud as a whole. 2. Watch the video “ Angles Song: Acute, Obtuse, & Right Angles” 3. Students will reason with their elbow partner the similarities and differences between the images on the board in regards to their angles. Students will identify and describe different angles using key

“X” and “M”, the board corners, the letter “E” and “T”, clock and scissors. Have the students discuss with their elbow partner the angles they observed in the images. Listen to the students to observe for terms like “angles” “right angles” “acute angles” and “obtuse angles.” terms “right angles” “obtuse angles” and “acute angles.” Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions 1. Define the terms “acute angle” “right angle” and “obtuse angle” while reviewing the angles contained in the familiar images. Use hand motions to visually describe each angle. 2. Distribute blank note cards for the students to create flash cards for their angle definitions. Instruct students to draw a visual representation of the angle on the flashcard in addition to its definition. 1. Students will repeat the definition of each angle and mimic the hand motions to represent each angle. 2. Students will write one definition per flashcard of “acute angle” “right angle” and “obtuse angle.” Students will draw a visual representation of each angle on their corresponding flashcard. Guided Practice: Activity Description/Teacher Student Actions 1. Lead a classroom discussion that angles are in many everyday objects. Ask students to look at the board and identify the angles that make up the support structure. Have students turn to their elbow partner and discuss why they believe the board has right angles instead of acute angles or obtuse angles. Invite the students to share their reasoning with the class. 1. Students will talk to their elbow partner and use reasoning to determine why the support structure for the board consists of right angles. Students will share their reasoning with the class. Responses may vary. Independent Student Practice: Activity Description/Teacher Student Actions

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help