Lesson

Studies Plan

Team Members: Lang Patt; Sandra Kraus; Christine Hambleton

Teaching Dates: 4/30/15-5/1/15
Concept for this Lesson: Angles of Triangles
Stage of the Lesson

Teacher Does

Student Does

Standards

Engage

Noticing: Show drawings

of different triangles and
ask students to discuss
what they notice about
the triangles.
Review what they have
learned about sides and
similar figures. What
other patterns could we
find between similar
polygons?

Students look at the sides

and angles of the three
triangles. They should use
the terms congruent and
similar. Based on their
observation, some may
respond that the triangles
are isosceles, scalene,
obtuse, or right.

8.G.5: Use i
arguments to
facts about
and exterior
triangles, ab
created when
are cut by a
the angle-an
similarity of t

Time: 5 minutes

Explore
Time: 25 minutes
Materials:

Protractors
Copy of different
triangles
Activity sheets

Measuring Angles:

Check for understanding of

the term angles.
Guide students in
practicing angles prior to
this activity. Intervention:

Describe how the protractor

should be placed to
measure an angle correctly.
Is the bottom horizontal line
lined up along one of the
rays of the angle? Suggest
to students to use the edge
of a paper to help them
follow the other ray to read
the number along the
outside of the protractor.
Clarifying Terms:
Provide a strategy for
students to remember
what the word interior
means. Intervention: Point
out that the word in can
be found in the word
interior, so interior means

Appropriately use a
protractor for measuring
angles of figures.

Understand interior angles.

Find measures of angles.

1.Students measure
and label the angles
of each triangle.

1. Make sens
and perseve
them.
2. Reason ab
quantitativel
4. Model with
5. Use appro
strategically
6. Attend to
7. Look for a
structure.
8. Look for a
regularity in
reasoning.

Lesson
Studies Plan
the inside angles of a
triangle.

Allow for 2 periods for

the entire lesson.
Cutting the triangles
and angles, and
rearranging along the
straight edge of
designated boxes can
take students a long
time.

Explain
Time: 15 minutes

Intervention:
If students report different
sums, discuss why there
are different sums with the
same triangles.

2.They cut the angles

from each triangle
and rearrange them
along a designated
straight edge.

Establish facts about angle

sums.

Guide students to
understand the sum of
triangles.

Emphasize and model

with 1 triangle if
students struggle with
placement of the angles
along the straight edge.
Guide them to notice the
sum of the angles in
relation to the straight
edge to establish the
straight angle fact.
Question: What do you
know about congruent
figures? If figures are
congruent, what do you
know about the sides
and angles?
Intervention: To help
students connect angles
and sides of triangles
relationship to
congruency, have
students overlap two
congruent triangles by
tracing one triangle on a
transparency.
Ticket Out-the-Door

Evaluate

The sum of the interior

angles of a triangle is

3.Discuss the total

measure of the
angles for each
triangle.

Establish facts about

congruency and similarity of
figures.
Student should respond that
congruent figures have the
same shape and same size.

Students complete the

sentence frames on post-it
note.
Student Outcome:
They explore the
relationship between a
straight angle and 3 angles
of a triangle.

Lesson
Studies Plan

Time: 3 minutes

____. When the angles

of a triangle are
arranged along a
straight edge, they form
a _____, which is ___
degrees.

Students should be able

to point to or explain
that the vertex is the
shared point between
two rays.

Extend
Materials:

Copy of other
polygons cut out
patterns for each
group
protractors

Check for understanding

of the term vertex.
Review the alignment of
the angles of a triangle
to form a straight angle.
Then, emphasize the
arrangement of the
angles in a polygon
other than triangles
along the vertex.

What patterns do you notice

about the parts that make
up similar polygons?

Repeat the procedure from

step 1 for the other polygons
and arrange the cut angles
from each of the other
polygons so the vertex of
each angle touches. Record
the number of angles and
sums in a chart.
Different shapes have
different angle sums. They
should notice that figures
with the same number of
angles or sides, i.e.
quadrilaterals, have the
same interior angle sum.
Students should notice that
they could multiply the
number of angles by one
known measure of the
interior angle to get the sum.
Student Outcome
Students investigate the
sums of different
polygons. They
understand the
relationship between the
number of sides, angles,
and sum of the interior

Lesson
Studies Plan

angles in polygons.