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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie Carbone

Date
11/11/14
Subject/ Topic/ Theme: Lesson 1-Vertical, Adjacent, Complimentary, and Supplementary Angles
I. Objectives
How does this lesson connect to the unit plan?
-In this Unit on Triangles and Angles: In this lesson, the students will review adjacent, vertical, complementary, and supplementary angles, which will prepare them to
learn about triangles, interior and exterior angle measurement, and determining parallel lines.
cognitiveR U Ap An E C*

Identify and define adjacent, vertical, supplementary, and complementary angles.

Recognize and discuss the relationship between adjacent and vertical angles.

Recognize and discuss the relationship between complimentary and supplementary angles.

Apply transformations of angles on a coordinate plane.

Measure and create angles, and determine what type of angle is represented.

R, U
R, U, An,
Ap
R, U, An,
Ap
A, E
U, An,
Ap, E, C

physical
development

socioemotional

*
*

Common Core standards (or GLCEs if not available in Common Core) addressed:
-CCSS.MATH.CONTENT.8.G.A.1: Verify experimentally the properties of rotations, reflections, and translations:

CCSS.MATH.CONTENT.8.G.A.1.B: Angles are taken to angles of the same measure.

-CCSS.MATH.CONTENT.8.G.A.3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
-CCSS.MATH.CONTENT.8.G.A.4: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of
rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

-Students must be able to define an angle and be able to create and measure an angle using a ruler and
protractor.
Pre-assessment (for learning):
-Pre-test will be given to see what the students know. (Attached Sheet: Ch 3 Test A)

Outline assessment
activities
(applicable to this lesson)

-Teacher will ask students what the following are and what their definition means:
Vertical angle
Complementary angle
Supplementary angle
Formative (for learning):

-Students will use white boards to do in class problems that the teacher will check as they go through
the lesson. No quiz will be given yet.
Formative (as learning):

-Students will use white boards to do in class problems that the teacher will check as they go through
the lesson.
Summative (of learning):
-Students will have a homework assignment they must turn in to get graded.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
- Using iPads for students to engage
with the material using technology
and a game.
- Using the doc cam to project the
math problems/lesson.
- Students individual use of white
boards and other tools.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
- Students will be working on their
white boards.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
- Engagement in review game on

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

- Students will label their angles

and vertices on the coordinate
plane using different letters.
Provide options for comprehensionactivate, apply & highlight

- Students will create their own

angles using coordinates.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
use?

be set up for this lesson?

Provide options for expression and

communication- increase medium
of expression

-Students will have the

opportunity to collaborate with
their table mates to work
through some of the problems.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

- Using white boards to apply

what the students have learned
create their own angles. They
will hold up their boards to
show the teacher.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

- Students can self-reflect and

self-assess when the teacher
checks their white board and
question or the student got the

For the students:

- iPad, a protractor, ruler, a graphing white board, dry erase marker, eraser, and a transparency sheet
For the teacher:
- Have 10 copies of worksheet printed that students can start in class and finish for homework.
- Get iPad cart and make sure they are charged and available for use.
- Make sure all the students have access to protractors and rulers.
-The 2-person lab tables will be set up in a U-shape, with all students facing the front/center of the
classroom. The students will need to face the Smart board as I will be using the doc cam and Smart
board.

Time
2-3
min

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Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
**NOTE: Pre-test will be given at the end of
class the day before this unit on Triangles and
Angles begins.
-At the beginning of class, tell the students to get
an iPad, a protractor, ruler, a graphing white board,
dry erase marker, eraser, and a transparency sheet.

instructed.

-Ask students what the following are, and if they

can point it out on the image on the board:
Vertical angles
Supplementary angles
Complementary angles

recall.

-Since this group has worked with these types of

angles before, just not in about a year, I will allow
the students to play a review game for about 15
minutes.
Review Game:
that the school provides. After each student has
gotten their iPad, they will find the IXL App.
After opening the app, the students will tap their
finger on 8th Grade, then Geometry, then work
through:
Q1- Identifying Complementary,
Congruent Angles
Q2- Find Measures of Complementary,
Angles

15
min

-Students will open up the app on their iPad and

open up each section given and play the game for
15 minutes, and move to the next section as the
teacher directs.

- After 15 minutes of this review game, ask the

students to close out of the app and put their iPads
aside. Then have the students pull out their
graphing whiteboards.

Development
(the largest
component or
main body of
the lesson)
7-8
min

7-8
min

-Have the students graph various angles and

triangles on their white boards, giving them just the
coordinates. (The problems are included in this
lesson plan). Otherwise, feel free to make your own
angles and measure them as you go. Give the
students 2 or 3 examples of graphing coordinates
and measuring the angle between them.
Have students graph the following and measure
angle BAC:
A-(0,1), B-(4,1), C-(1,7)
A-(1,2), B-(4,2), C-(2,5)
A-(1,3), B-(3,5), C-(-2,4)
- Now, give the students 2 to 3 examples of
coordinates to create angles, but have them perform
transformations on them, measuring the angle
before and after the transformations in-between.
Example of Transformations:
Rotation
Reflection
Translation
-Have students graph the following and measure
angle BAC before and after each transformation:
A-(0,0), B-(4,0), C-(0,7)
A-(1,1), B-(4,1), C-(1,5)
A-(2,0), B-(5,2), C-(-1,3)
- Now, give the students 2 coordinates to graph,
then have them create their own angle with a 3rd
point and measure the angle BAC. Have students
graph the following and measure angle BAC:

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-Students will put their iPads away and grab their

white boards, markers, transparency sheets, and
erasers.
-Students will graph the coordinates on their white
boards, measure the angles, and hold their board up
for the teacher to see.

-Students will continue to use their white boards to

graph the coordinates and draw the angles, but they
will also need to use their transparency sheets to
perform and help visualize the transformations.

7-8
min

A-(0,0), B-(3,-1), C-(x,y)

A-(1,0), B-(2,1), C-(x,y)
A-(1,2), B-(-1,2), C-(x,y)
-Then have students give these coordinates to their
table mate, and have their table mate graph the 3rd
point and measure the angle.

5 min

- Give students a worksheet to identify angles as

supplementary, and have them solve for missing
angle measurements. This can be started in class.
Worksheet is attached; hand out in class and assign
sections for homework depending on how much
the class worked through.

2-3
min

Closure
(conclusion,
culmination,
wrap-up)

- Students will graph the coordinate points and play

around with graphing different points.

-Students will begin the work sheet and finish the

rest for homework.

-Summarize for the students that we reviewed

supplementary angles, and we figured out how to
measure, move, create, and determine angles on a
coordinate plane.

-Students can report one thing they learned by

raising their hand.

-Students will take worksheet for classwork and

finish for homework.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I quickly learned that this group needs a lot of practice problems in order to understand the concept. I ended up skipping the
section where I had students graphing angles and performing transitions in order to do more practice problems to solve for
various different angles using the angle types they had just learned. These students need examples and repetitive practice in
order for them to grasp a new concept. To teach this lesson again, I would leave transitions on angles as an extra activity, time
permitting, and I would give the students more problems to work on as I walk around the class to check their work and help
them when necessary. However, this style is unique for this specific group of 8 th graders, so it will need to readjusted for a
different group of students. On a positive note, the students reached all the goals in this lesson, and showed me they learned
the material when they were correctly solving problems on their worksheets without help. Overall, this is a good lesson, I just
needed to refine my methods to better fit this class.

11-11-14