EDUC 327 Lesson Plan on Triangles Teacher Candidate: Riley Winningham Grade: 3rd Subject/EEDA/SSCA: Math Date/Time of Lesson:

3/27-28/13

Learning Objective: Using different materials, 3rd graders will make and understand that triangles can be classified based on the lengths of their sides and their angles. Alignment with Standards: CCSS.Math.Content.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Standard 3-4: The student will demonstrate through the mathematical processes an understanding of the connection between the identification of basic attributes and the classification of two-dimensional shapes. Indicator Number 3-4.5 Classify triangles by the length of their sides as scalene, isosceles, or equilateral according and by the sizes of their angles as acute, right, or obtuse. Developmental Appropriateness: This concept should not be totally foreign to students because the students have been working with classifying shapes based on the number of sides that they have. This will be the first time that the students will be classifying triangles by both their side lengths and their angles. (http://ed.sc.gov/agency/se/TeacherEffectiveness/Standards-and-Curriculum/Mathematics.cfm) Assessment(s) of Objectives: Students will be assessed based on their understanding of triangles and their classifications during individual work as I walk around the room to determine their progress. (I will go around the room and ask students to expand their thinking about shapes and criteria) During whole class share time, I will draw sticks to make sure all students are participating I will ask them to explain their reasoning about the triangles classifications that they constructed. Their math work books will be collected at the end of the lesson and evaluated based on the strategies that they used to make and understand types of triangles, and the visual representation and explanation of their work. Students will be given a pre-assessment about angles to see if angles need to be reviewed before starting the lesson on classifying triangles by their angles. At the end of the first lesson students will be check of a list to make sure that they have a good understanding of triangles. They will also be assessed based on their answers to their triangle worksheet. Accommodations: The students who are easily off task will be accommodated by my walking around the room to make sure that all the students are on task. I will also allow students who are hyperactive time to talk with a partner.

Materials: White board, dry erase markers, math notebooks, pencil, angle pre assessment, student checklist, triangle worksheet, pipe cleaners, check off list, and triangle cut outs Procedures: 1. Motivation: We will use our arms to show the different types of angles. Classifying Triangles (angles) 2. I will start by passing out the pre-assessment worksheet about angles. It will be a short assessment about types of angles to make sure that the students understand different types of angles. 3. I will then collect the assessments and quickly look over them to see if the students need a review of angles. 4. I will complete this review by asking the students to stand up and show me how they would create each of these angles with their arms. (right, acute, obtuse) 5. If the students do not need any further review of angles then we will move on to classifying triangles based on their side angles. 6. I will show the students the PowerPoint about classifying triangles based on their angles. 7. I will ask the students to get out their math notebooks. I will ask the students if anyone has an idea what a right triangle might be? I will ask the students to think for a few seconds, share with a partner, and then I will draw two sticks and ask that student to explain their thinking. 8. I will then explain to the students that a right triangle is one that contains one right angle. 9. I will make sure that the students have this information in their notebooks. 10. I will then pass out the pipe cleaners to each of the students and ask them construct a right triangle out of the pipe cleaner. I will walk around and observe the students and check them off as they complete the task. 11. When the class has finished I will ask them to hold up their triangles to ensure that they have finished and are correct. 12. We will then move on to obtuse triangles. 13. I will ask the students to think about what an obtuse triangle might be. I will give them a few seconds to think before asking them to turn and talk with a partner. I will then draw two sticks and ask each person to share their thinking with the class. 14. I will then explain that an obtuse triangle is one that contains one obtuse angle (90+ degrees). 15. I will then ask each student to create an obtuse triangle using their pipe cleaners. I will walk around and observe the students and check them off as they complete the task. 16. When the class has finished I will ask them to hold up their triangles to ensure that they have finished and are correct. 17. We will then move on to acute triangles.

18. I will ask the students to think about what an acute triangle might be. I will give them a few seconds to think before asking them to turn and talk with a partner. I will then draw two sticks and ask each person to share their thinking with the class. 19. I will then explain that an acute triangle is one that contains 3 acute angles (-90 degrees). 20. I will then ask each student to create an acute triangle using their pipe cleaners. I will walk around and observe the students and check them off as they complete the task. 21. To wrap up the lesson I will show the students a large cut out of three different triangles and ask the class to classify them. 22. I will then pass out the worksheet and give the students a chance to finish before we review it. 23. We will review the worksheet and I will call on students to answer each question by drawing sticks. If the students need help I will redirect them until they can answer each question. 24. I will then tell the students to put the worksheet up and we will be using it again tomorrow. 25. I will tell the students that tomorrow we will be classifying triangles in a different way. Day 2 1. We will start todays lesson by reviewing what we learned from yesterdays lesson. 2. I will ask the students to explain to me what a right triangle is, an acute triangle, and an obtuse triangle.. 3. Once we finish reviewing we will go on to our PowerPoint. 4. I will tell the students that yesterday we classified triangles by their angles and today we will be classifying them in a different way. 5. I will ask the students to get out their math notebooks. 6. I will remind the students that yesterday we classified triangles based on their angles and that today we will be classifying triangles based on their side lengths. 7. I will then tell the students that we will start with equilateral triangles. 8. I will ask the students if they have any idea what this word means based on other words that they see within the word. 9. I will give them a change to turn and talk with a partner before asking them what this word might mean by drawing sticks. I will ask why they think the way that they do. 10. I will then tell the students that an equilateral triangle is a triangle with 3 equal sides. 11. I will ask the students to draw this type of triangle in their notebook and label it. 12. I will ask the students to use their white boards and markers to draw an equilateral triangle. 13. I will walk around and check them off a check list and have them hold up their white boards so I can make sure all the students are on the right track.

14. I will then move on to an isosceles triangle. I will ask the students to think about what this word may mean. If an equilateral triangle is one with 3 equal sides, what might an isosceles triangle be? 15. I will draw 2 sticks and ask the students for their ideas and why they think this way. 16. I will tell them that an isosceles triangle is one that has two sides that are of equal lengths. 17. I will then tell the students to draw an isosceles triangle in their notebooks and label it. 18. I will then ask them to draw an isosceles triangle on their white board. I will walk around and check them off a check list. 19. I will then ask everyone to hold up their white board. 20. I will then move on to scalene triangles. I will then ask the students for an idea of what this might mean based on what we know about the other two types of triangles. 21. I will give the students a few minutes to think and then turn and talk with a partner. 22. I will then call on two people using sticks to share their ideas and why they think this way. 23. I will then explain that a scalene triangle is one that does not have any sides that are equal lengths. 24. I will then ask the students to draw this triangle in their notebooks and to label it. 25. I will then ask the students to draw a scalene triangle using their white board. I will walk around and check the students off of a checklist. 26. I will ask them hold up their triangles so that I can make sure that the students understand the concept. 27. We will then work on a worksheet that includes both classifying triangles by side length and angles. This worksheet will be a post assessment.

References: http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-andCurriculum/Mathematics.cfm; www.superteacherworksheets.com;