Lesson Plan

(Template Based on Wiggins & McTighe, Damian Cooper & Mb Ed.)

Jenna Johnstone Grade: 6 Course: Mathematics Strand: Shape and Space (measurement) Length of Lesson: 48 minutes Stage 1: Desired Results General & Specific Outcomes: (Knowledge, Skills, Attitudes/ Values)
GLO: Use direct or indirect measurement to solve problems. Specific Learning Outcomes: 6.SS.1. Demonstrate an understanding of angles by: identifying examples of angles in the environment classifying angles according to their measure estimating the measure of angles using 45, 90, and 180 as reference angles determining angle measures in degrees drawing and labeling angles when the measure is specified

1. Enduring Understandings:
Students will understand that

Angles are all around our environment, and they are classified into five different types: acute, obtuse, right, straight, and reflex angles.

2. Essential Questions:
The key questions we will answer are:

How do you categorize different angles? What are the different degree ranges for each angle? In the environment, what are some examples of different types of angles?

3. Students will know The definition of an angle Right angle- an angle that measures exactly 90 Straight angle- an angle that measures exactly 180 Reflex angle- an angle that measures greater than 180, but less than 360 (full circle) Acute angle- an angle that is greater than 0 but less than 90 Obtuse angle- an angle that is greater than 90 but less than 180 4. Students will be able to Identify different angles within their environment. Know/ draw different angles according to there degree, as well as classify that angle Know how to use a protractor (previous lesson would have taught this)

Stage 2: Assessment Evidence (Assessment AS/ OF/ FOR Learning) 1. Assessment Strategy: (Performance Task, Observation Checklist, Interview, etc.) Formative Assessment: Checklist to assess flip book: Does the student have: A title The angle definition All angle titles with a diagram of each The right/acute/obtuse/straight/reflex angle definition A real-life example of each indicated angle 2. Assessment Criteria: (Rubric, Achievement Indicators from Curriculum) Achievement Indicators:
Provide examples of angles found in the environment. Classify a set of angles according to their measure (e.g., acute, right, obtuse, straight, reflex) Sketch 45, 90, and 180 angles without the use of a protractor, and describe the relationship among them Estimate the measure of an angle using 45, 90, and 180 as reference angles. Measure, using a protractor, angles in various orientations. Draw and label an angle in various orientations using a protractor.

3. Formative/ Summative: (How will assessment be used in this lesson?) This lesson will be used as a formative assessment for the teacher to understand the students progress. This class is used to review topics previously discussed in class and for the teacher to understand what areas the students are competent in, and what areas need improvement. If the teacher feels the class is competent, he or she will allow her student time to quiz one another using their flip- books. The test on angles will act as a summative assessment.

4. Considerations of Assessment for I.E.P. students (if any): Allow more time Provide a scribe Increase visual aids to help make sense of the written text Condense terms when needed depending on students I.E.P. (ex: maybe just focus on angle)

Stage 3: Learning Plan 1. Activating: (Time Frame: 6 minutes) Teacher will discuss todays lesson and focus Teacher will model (for the purpose of this lesson) the KWL process Students will fill in Know, Want to Learn section
(can use numbers, diagrams, visuals, words, etc.)

Students will be given numbers ranged 0- 360 Students to place number in the correct category right, acute, obtuse, straight, reflex

2. Acquiring: (Time Frame: 12 ) Teacher will model how to put together the items in the folder to create the flip book, and the set up of the review page. Students will create a review page, including all types of angles on their flip book to help them make sense of all five types of angles (hypothetically the previous classes would have looked at each individually 3-4 classes) Review angle definition- A geometric figure formed by two rays or line segments (also called
arms) with a common endpoint (called a vertex). The measure of an angle is a number representing the spread of the two rays of the angle.

Teacher will teach/review important concepts from each angle, and ask students to record the information in their flip book Teacher will refer to the values of degrees sorted, and the items in different that categories when discussing each angle type.

3. Applying: (Time Frame: 30 minutes ) Angles worksheet Partner up with a buddy, and quiz each other using angle on sheet and flip book for students to demonstrate and review the information taught in class

Closing: Fill in last section of the KWL Any questions? 4. Accommodations/ Modifications for Exceptional Learners: Allow more time (Condense terms when needed depending on students I.E.P.) Provide a scribe Provide interactive websites for students to practice angles on For English as an Additional Language students, language objectives would concentrate on just saying the words: angle, right angle, obtuse angle, acute angle, reflex angle, and straight angle (possibly repeat after me, practice with a partner) Increased modelling on the teachers behalf One-on-one conferencing while other students are working Increase visual aids to help make sense of the written text

Resources/ Technology: http://www.edu.gov.mb.ca/k12/cur/math/index.html http://www.pinterest.com/ Math Dictionary

Learning Materials Required: All in folder to save time, and reduce classroom management issues: Home Depot- paint swatches Card Stock White Paper Brads Arrows Large model of flip book to display for students on whiteboard Bring everyday items to represent each angle type Cross-Curricular Integration: English Language Arts- KWL, definitions English as an Additional Language- flipbook is key for these types of learners Stage 4: Reflection Reflection of successes and areas of change for future lessons: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________