OBJECTIVES: To classify triangles using criteria such a ...



OBJECTIVES: To classify triangles using criteria such as equal sides and equal angles.

To know some properties about triangles such as the measure of its angles. |UNIT: 2

LESSON: 3 | |

|FOCUS: Classifying triangles and measuring. | |

|COMMUNICATION |

|LANGUAGE OF LEARNING |LANGUAGE FOR LEARNING |LANGUAGE THROUGH LEARNING |

|Vocabulary of the topic |Language instruction |Language that comes through the lesson |

| |Start playing a domino game (worksheet 2.4). | |

|Vocabulary U2 L1, U2 L2(start) |Ask children, in groups of two, to reproduce on the geoboard all the possible triangles and draw them on| |

|regular/irregular polygons |the dot paper. | |

|circle |Encourage children to discuss about possible ways to classify triangles. | |

|semi-circle |Ask them to look carefully at their booklet for U2 L3 and listen to the teacher’s explanation. | |

|oval |Ask children to cut out the triangles and stick them in the right place (worksheet 2.5). | |

|triangle |Draw a triangle on a piece of paper and rips off the three corners. | |

|pentagon | | |

|hexagon | | |

|heptagon | | |

|octagon | | |

|two-dimensional | | |

|shape | | |

|flat | | |

|straight lines | | |

|curved lines | | |

|closed figures | | |

|vertex/vertices | | |

|side | | |

|angle | | |

|polygon | | |

|convex | | |

|concave | | |

| | | |

|Triangles’ classification(main teaching) | | |

|Right-angle | | |

|Obtuse | | |

|Acute | | |

|Isosceles | | |

|Scalene | | |

|Equilateral | | |

| | | |

|Measuring vocabulary(ending) | | |

|Protractor | | |

|Degrees | | |

|Sum | | |

| |Questions for learning |Sentences for answering | |

| |What can you say about triangles,..? |A triangle …… | |

| |How can you classify triangles? |Depending on the sides/on the angles | |

| |How can you be sure if two triangles you drew are |Probably measuring them/ cutting and overlap them. | |

| |equal? |No, because…….. | |

| |Did you find any concave? Why? |No, I didn’t. Because it would not be a triangle. | |

| |Did you find any triangle with two right-angles? |No, there isn’t. . Because it would not be a | |

| |Why? |triangle. | |

| |Is there any triangle with two obtuse angles? Why? |Yes, there is. Because we can draw a three side | |

| |Is there any triangle with three acute angles? Why? |shape with three acute angles. | |

| |What’s the sum of the3 angles? |It can be…….. | |

| |Language to express conclusions | |

| |“A triangle has 3 sides and 3 angles.” | |

| |“A triangle cannot have 2 right angles or 2 obtuse angles, but it can have 3 acute angles.” | |

| |“The sum of the three angles of a triangle is always 180º.” | |

| | | |

| |Triangles’ classification: | |

| |When looking at the lengths of sides: | |

| | | |

| |“Equilateral Triangle: A triangle having all three sides of equal length. The angles of an equilateral | |

| |triangle all measure 60 degrees. | |

| |Isosceles Triangle: A triangle having two sides of equal length. | |

| |Scalene Triangle: A triangle having three sides of different lengths.” | |

| |When looking at the size of the largest internal angle: | |

| |“Acute Triangle: A triangle having three acute angles. Obtuse Triangle: A | |

| |triangle having an obtuse angle. One of the angles of the triangle measures more than 90 degrees. | |

| |Right angle Triangle: A triangle having a right angle. One of the angles of the triangle measures 90 | |

| |degrees. “ | |

|RESOURCES: Booklet U2 L1, Booklet U2 L3, geoboard, elastic bands, dot paper, scissors, glue, worksheets: 2.4,2.5,2.6,, Power Point, websites. |

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