Teacher: Andre Rouhani

Lesson Plan (Direct Instruction)

Subject/Grade: 8th grade math

Date: 17 October 2016

Week:

Standard:
8.G.5: Use informal arguments to establish facts about the angle sum and exterior angle of
triangles []. (from CCSS-M, 8th grade geometry standards)
Objective (Explicit):
Students will review the concept of a line as a straight angle.
Students will review the concept of adjacent angles.
Students will understand the Triangle Angle Sum Theorem: the sum of the measures of the
interior angles of a triangle is 180.
Students will understand a corollary to this theorem: the measure of an exterior angle of a
triangle is equal to the sum of the measures of its remote interior angles.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Interpret a line as a straight angle.
Identify adjacent angles and create meaningful statements about the sum of their
measures.
Cut out a triangle, label its three angles, tape the triangle to a piece of paper, construct an
exterior angle, and tear off the remote corners.
Discover a way to arrange the remote corners in the convex part of the exterior angle.
Comment on what this configuration tells them about the sum of the interior angles of a
triangle after comparing their reconfigured triangle to their table mates (there will be 4
versions of different size and angle measures).
Collaboratively write a version of the Triangle Angle Sum Theorem.
Participate in a discussion on what other information we can glean from this
configuration.
o Namely, the measure of an exterior angle of a triangle is equal to the sum of the
measures of its remote interior angles
Collaboratively write a version of the corollary to the Triangle Angle Sum Theorem.
Evidence of Mastery (Measurable, include variety of methods of checking for understanding):
Students will be able to follow along in guided practice, and will correctly answer three questions
on the Angle Sum Theorem and its corollary.
Key vocabulary: Line, angle, straight angle, ray, angle Materials: paper, pencils, white boards, white
measure, degree, 180 degrees, , sum, remote interior board markers, scissors, tape, large class
angles, exterior angle, interior angles, theorem,
white board.
corollary.
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life)
In school math, we often believe certain things with little explanation. Today, we will prove an
important fact about triangles to ourselves. In so doing, well write a theorem together. Does anyone
know what a theorem is? Well also write a corollary. What do we understand by the word corollary?
In both exercises, well have to be very clear with our language to make sure people know what were
talking about. Well have to be precise and unambiguous. Expressing ourselves effectively requires
patience and humility.

Instructional Input

Teacher Will:
Review lines as straight angles using a
few examples.
Review the meaning of adjacent angles
and help students make meaning of their
sums.
Differentiation

Student Will:
Take notes and answer questions aloud.

Guided Practice

n/a
Teacher Will:

Student Will:

Facilitate students exploration of the triangle

cutouts. Rotate around the room giving
encouragement and stimulating discussion as
students rip corners off the triangle and place
them in the convex part of the exterior angle of
the remaining corner.

Do the activity, taping the triangle into their

composition books.

Put a triangle on the white board with two angle

measures given, and one unknown. Assist
students in creating a meaningful statement
that relates all known values and the unknown
value using the Angle Sum Theorem. Help
students solve for the missing angle measure.
Help students check their work.

Follow along on their white boards. Offer

suggestions of an approach to forming the
statement. Work in table group to solve the
equation. Present their results vocally and
with their white boards. Select students may
be asked to share work on the class board.

Repeat for another triangle. This time, with two

angle measures unknown, but one in terms of
the other.
Differentiation

(as above)

Independent Practice

White board work, group work, discussion, sharing out loud.

Teacher Will:
Write two other similar problems on the board
and ask students to collaborate.

Student Will:
Work with their group to solve and each table
group will share with another table group.

Write one problem on the board requiring the

use of the corollary.

Solve on their own and report to their group.

Write another problem on the board like the

previous one, this time with angle measures
generalized.

Offer suggestions out loud to the teacher and

substantiate their reasoning.

Differentiations
Group work, individual, discussion.
Closure/Lesson Summary:
Today we have learned that the sum of the angles in the triangle is how many degrees? Thats right,
180. And thats for any and every triangle. Weve also learned that the measure of the exterior angle is
equal to the sum of the remote interior angles. Remind me, for this triangle on the board, which is the
exterior angle of angle C? And which are its remote interior angles? Good. And so measure of exterior
angle of C is equal to?