TEKS Lesson Plan/Unit Plan
Focus Plan
Texarkana Independent School District
|GRADING PERIOD: |4th Six Weeks |PLAN CODE: | |
|Teacher: |Tipton |Course/subject: |Mathematics |
|Grade(s): |6 |Time allotted for instruction: |1 – 1 ½ hours |
[pic]
|Title: |Classify the Angles! |
|Lesson TOPIC: |Acute Angles |
| |Obtuse Angles |
| |Right Angles |
| |Straight Angles |
|TAKS Objective: |Objective 3: The student will demonstrate an understanding of geometry and spatial reasoning. |
| |Objective 4: The student will demonstrate an understanding of the concepts and uses of |
| |measurement. |
|FoCUS TEKS and Student Expectation: |(6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, |
| |polygons, and circles. The student is expected to: |
| |(A) use angle measurements to classify angles as acute, obtuse, or right |
|Supporting TEKS and Student Expectations: |(8) Measurement. The student solves application problems involving estimation and measurement of|
| |length, area, time, temperature, capacity, weight, and angles. The student is expected to: |
| |(C) measure angles |
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|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
| |An acute angle is an angle whose measure is greater than 0à and less than 90à. |
|Acute Angles | |
| |An obtuse angle is an angle whose measure is greater than 90à and less than 180à. |
|Obtuse Angles | |
| |A right angle is an angle whose measure is 90à. |
|Right Angles | |
| |A straight angle is an angle whose measure is 180à. |
|Straight Angles | |
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[pic]I. Sequence of Activities (Instructional Strategies)
A. Focus/connections
After students are seated, ask the class if they remember what lines and rays are. Next have the class identify different lines in the classroom, such as window sills, grout on floor tile, edge of a desk, etc. Use these examples to lead into the definition of an angle as two connected rays.
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)
Tell the class that the lesson today deals with different types of angles. Draw a right angle on the board. Inform the class that right angles are angles that measure 90à. Discuss how right angles are present in many real life places like the corner of the room and the edge of a book. The next type of angle to discuss is an acute angle. Draw an acute angle on the board. Explain that an angle is acute if its measure is less than 90à. Draw an obtuse angle on the board. Explain that an obtuse angle has a measure of more than 90à. Finally draw a straight angle. Discuss with the class that a straight angle has a measure of 180à. Discuss that to find out the exact measurement of an angle, we utilize a protractor.
Demonstrate to the class how to use a protractor to measure angles.
C. Guided activity or strategy
After the class has an understanding of how to measure and classify angles, hand each student a protractor. If you do not have enough protractors for the class, the Protractor Worksheet may be utilized. Next give each student an Angles Worksheet. Have each student measure the angle, record their results, and classify the angle as obtuse, right, acute, or straight. Monitor as students work on guided activity, answering questions as needed. After students have been given time to complete worksheet, discuss the correct answers with the class.
D. Accommodations/modifications
Students requiring modifications may work with a peer to complete the guided activity.
E. Enrichment
Students requiring enrichment may reteach the lesson to a peer having difficulty with the lesson concept.
II. STUDENT PERFORMANCE
A. Description
Students will complete the Classify the Angles Worksheet individually.
B. Accommodations/modifications
C. Enrichment
iii. Assessment of Activities
A. Description
Individual student grades may be taken on the Classify the Angles Worksheet.
B. Rubrics/grading criteria
Grades may be taken based on the Classify the Angles Worksheet Answer Key and Grading Rubric.
C. Accommodations/modifications
Students requiring modifications may be graded only on the classification of the angle.
D. Enrichment
E. Sample discussion questions
• Why is it important to know how to classify angles?
• What occupations do you think utilize the classification of angles?
IV. TAKS Preparation
A. Transition to TAKS context
The teacher will lead the students in a discussion of how angle classification problems may look in test format by placing the TAKS questions below on the board/overhead.
B. Sample TAKS questions
1.
2.
V. Key Vocabulary
Acute Angle, Obtuse Angle, Right Angle
VI. Resources
A. Textbook
Math Advantage ~ Middle School I
Chapter 8: Geometric Figures
• Angles, pp 164-165
B. Supplementary materials
• Protractor Worksheet
• Angles Worksheet
• Classify the Angles Worksheet
• Classify the Angles Worksheet Answer Key and Grading Rubric
C. Technology
For additional practice, students may go to the computer lab to utilize the following web sites:
VII. follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
This lesson should be taught after the What is the Angle Measure? Lesson Plan
This lesson also may be followed by the lesson topics below:
• Classifying Triangles
• Working with Quadrilaterals
• Working with Length, Area, and Perimeter
VIII. Teacher Notes
Modification of the lesson found at the website below may be beneficial.
Even without the use of the Angles Palm OS program, students could still create artwork. The lesson contains a PowerPoint presentation dealing with angles in art that would be good to incorporate into the Classify the Angles! lesson plan.
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