Submitted by: |
Sarah Juarez-Farias |
Date: |
03/04/2010 |
Edited by: |
Julie Rape/Jennifer LIckert |
Date: |
03/31/2010 |
Unit Name: Classification of Angles |
Unit Length: 5 Weeks |
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Overview: Students will classify angles based on their attributes and justify their reasoning for each classification. They will find a reasonable measurement for angles based on the rules they apply for the classification process. They will also name the different parts of angles. |
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DESIRED RESULTS |
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TEKS and SEs (4.8) Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric Language. The student is expected to: (A) identify and describe right, acute, and obtuse angles; |
Critical Vocabulary angles, point, ray, acute, obtuse, right, greater than, less than, 90 degrees, reasonable, |
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Enduring Understandings (Big Ideas) Students understand and identify angles based on their attributes. Students can estimate the size of an angle based on what they know about acute, obtuse, and right angles. |
Essential Questions What are the attributes of an acute, obtuse, or right angle? Can you identify some real world examples of these angles?
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Learning Goals and Objectives The student will correctly classify angles 95% of the time. The student will correctly estimate the measurement of a non-right angle 85% of the time. |
Materials Needed Sorting angles and triangles, labels for each angle category, |
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ASSESSMENT PLAN |
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Performance Tasks Correctly forming the predetermined angles on an interactive circular geoboard.
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Other Evidence Discussion or explanation of attributes in a given category are observed by teacher.
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LEARNING PLAN |
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Engage: Begin lesson with an angle sort. Working in groups, students will be given a set of angles that need to be sorted according to attributes. No criteria should be set. Students need to decide within their groups what attributes they deem important. Angles and triangles will be included in the sorting set. Students do not need to classify triangles by side length (scalene, isosceles, right).
Explore: Students will create criteria for each group of angles they have made. They should be asking themselves, “WHY?” they put each angle in the group it is in.
Explain: Groups then share-out their reasoning. Students will affix their angles to the whiteboard and label them according to their attributes. With each additional group that goes up, they may add to an existing category or create their own category. They can also change the explanation another group has presented. They may not disagree with a group unless they can provide a valid argument as to why it isn’t so.
Elaborate: Students return to their groups and teacher revisits each category on the board. Attributes are clarified and the category is named according to the attributes if this has not been done so already. Categories that should be combined are at this point. If any new categories should be created, they are. Each angle on the board is tested with a 90o corner of math chart as this is the tool they should use on the test.
Evaluate: Revisit the previous day’s lesson. Clear up any clear misconceptions students may have. Students that are still struggling will be pulled into a small group while the remaining students move on the interactive activity. Once the group is successfully explaining how the attributes of an angle decide its classification, they may join the computer activity.
Visit the National Library of Virtual Manipulatives and enter the Geoboard circular activity. Students must create examples of right, acute, and obtuse angles by using the virtual rubber bands on the circular geoboards.
http://nlvm.usu.edu/en/nav/frames_asid_127_g_2_t_3.html?open=activities&from=topic_t_3.html
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Time 20 min
15 min
30 min
25 min
30 min
60 min
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Extension:
Extend lesson to include the names of the triangles according to the length of the sides.
Modifications:
Students given an actual geoboard to practice finding differences in attributes, however, they must find all attributes. Final assessment will be the same as General Education students. |
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