Geometry Standard 4
Lesson PlanDanielle CancelliLesson: Identifying TrianglesLength: 45 minutesAge or Grade Level Intended: 6th GradeAcademic Standard(s):Geometry Standard 46.4.3 Draw quadrilaterals and triangles from given information about them.Performance Objective(s):The sixth graders will correctly draw four out of five different types of triangles when given a corresponding worksheet.Assessment: Students will be given a worksheet with five math problems. They will be assessed by the completion and correction of each problem on the worksheet. They will be evaluated by the amount of problems that are answered correctly. If the student correctly answers the problems on the worksheet, full credit will be given. Students will be expected to answer four out of the five problems that they are given.Advance Preparation by Teacher:Materials:WorksheetsDry Erase boardIndividual dry erase boardsDry erase markersPreparation:To prepare for the lesson, make sure that there are enough copies of the worksheet for each student (worksheet is attached). Before the students arrive, write some sample triangles on the board (numerous examples of each type of triangle) that you will discuss with the students before the worksheet is given to them.Procedure:Introduction/Motivation:Begin the lesson by reviewing the previous lesson about the angles inside of a triangle. Refresh the students’ memories by reminding them that each triangle has three interior angles that add up to a total of 180?. Then explain the definitions of the different types of triangles. Tell the students the difference between acute, obtuse, and right triangles. Then tell them the difference between isosceles, equilateral, and scalene triangles. Definitions are given below. Do the example problems that are written on the board with the class. Answer any questions they may have regarding those problems or the information that you covered.Step-by-Step Plan:Draw some example problems on the dry erase board.Do the example problems with the entire class. Make sure they understand the definitions of each different type of triangle (Bloom Level I Knowledge).Definitions:Acute: all angles within the triangle are less than 90?.Obtuse: there is one angle within the triangle that is greater than 90?.Right: there is one angle within the triangle that is 90?.Isosceles: there are at least two sides of the triangle that are congruent.Equilateral: all sides of the triangle are congruent.Scalene: no sides of the triangle are congruent.Pass out a dry erase board and dry erase marker to each student.Give the students information about a triangle (ex-right, scalene) and have them draw a triangle fitting the description on the dry erase board (Bloom Level III Application) (Gardner Spatial). Let them hold up their drawings when they are finished and check to make sure they are all correct. Do this step several times until you feel that the students are comfortable with the concept. Once finished, have the students put the dry erase boards and markers away.Ask the class if they have any questions on the different types of triangles.Pass out the worksheets to the students. (Attached).Have the students independently complete (Gardner Intrapersonal) the worksheet problems based on what they have learned and assist those who need help (Bloom Level III Application) (Gardner Logical/Mathematical). Closure:At the end of class, ask the students if they have any questions or need help with understanding the different types of triangles. If they do need help, spend the last amount of class time working with them. If they do not need help, review what the students learned throughout the class by asking them questions (Bloom Level II Comprehension).What is the difference between acute, obtuse, and right triangles?What is the difference between isosceles, equilateral, and scalene triangles?Self-Reflection:Was I prepared for the lesson?Were the students engaged?What could I have done to improve the lesson?Did the students easily understand the instructions?Was there enough time given to complete the lesson?Did the students learn from the lesson?Do the students understand the different types of triangles?Adaptations/Enrichment:Student with Learning Disabilities:The classroom will be neatly organized and rid of all types of distractions in order to help the student with LD focus on his/her learning. He/she will be seated either near the teacher or a peer assistant so that the lesson is more understandable and help is nearby, if needed. The student may also be placed closer to the board in order to make sure he/she can see the information that is being given. A daily schedule will be written on the board so the student can be prepared and can know what is expected each day. ................
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