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***TEKS and SEs**
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** (2.7) ***Geometry and spatial reasoning. **The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both.
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**The student is expected to: *
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**(A) describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.; *
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**(B) use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different; and *
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***Critical Vocabulary**
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**angle, vertex, vertices, right angle, protractor, face, edge*
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***Learning Goals and Objectives**
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**Students will be able to identify and measure right angles in the classroom.*
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***Materials Needed **
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***Partners need a clipboard, paper, pencil, protractor**
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**Engage: Brainpop Jr. Math: Geometry: Solid shapes. Review names of solid shapes.*
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**Review faces, edges, vertex, and vertices. Introduce that the corner is an angle that can be measured. Introduce the right angle and how it is shaped.*
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**Explore: Students partner up with a clipboard, paper, and pencil to walk around the classroom and record examples of right angles.*
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**Explain: Introduce the protractor and how it can measure a right angle and the degrees in a right angle. Demonstrate on the overhead how a protractor is used to measure. Give each pair of students a protractor and ask them to go back and measure to be sure the items they listed were right angles.*
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**Elaborate: Have students share examples of what they found. Discuss what they found that turned out to not be right angles. Compare and discuss answers.*
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**Evaluate: Individually students give a new example of a right angle in/around the classroom and one angle that isn’t a right angle. Students reason why it is or isn’t a right angle.*
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** Time*** **
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**10 minutes*
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**5 minutes*
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**10 minutes*
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**5 minutes*
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**5 minutes*
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**10 minutes*
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