Lesson Planning Template

Lesson Title:__Angles__

Grade:_9-12_

Goals or Objectives: The students will be able to recall and identify the definitions and theorems that
deal with angles. The students will be able to identify and recreate coterminal, complementary, and
supplementary angles. They will be able to represent angles in degrees, minutes, and seconds, as well
as radians.
Grade Level Guide: Content Standards
Content Curriculum Focal Points Common Core State
(i.e.: NCTM, IRA,)
Standards
Standard 2: Mathematical
CCSS.Math.Content.HSGPractices
CO.A.1: Know precise
Effective teachers of secondary definitions of angle, circle,
mathematics solve problems,
perpendicular line, parallel
represent mathematical ideas,
line, and line segment, based
reason, prove, use mathematical
on the undefined notions of
models, attend to precision,
point, line, distance along a
identify elements of structure,
line, and distance around a
generalize, engage in
circular arc.
mathematical communication,
and make connections as
essential mathematical practices.
They understand that these
practices intersect with
mathematical content and that
understanding relies on the
ability to demonstrate these
practices within and among
mathematical domains and in
their teaching.

Interdisciplinary Connections
Students can take a piece of
artwork, for example a Picasso
cubism piece, and have the students
use their protractor to find the
angles in the painting and classify
them as acute, right, or obtuse
while learning a few facts about
Picasso.
Can also incorporate the angles into
physics word problems.

Academic Language: Tier 1: Angle, angle AOB, degree

Tier 2: Vertex, positive, negative, right angle
Tier 3: Initial side, terminal side, coterminal side, straight angle, standard
position, quadrantal angle, acute angle, obtuse angle, complementary angle,
supplementary angle, minutes, seconds, central angle, arc AP, subtends,
subtended by, radian
Students Needs:
English Language Learners

Special Needs (can be a

group such as struggling
readers or individuals)

n/a

Materials:

Adaptation for student with

Cerebral Palsy: Provide
assistance with note taking
and writing while
discussing material.
Provide time to have
continuous review of
previous lessons. Allot
extra time for testing.

Student Needs: Textbook, notebook, pencil, protractor, highlighter, and coloring supplies,
laptops
Teacher Needs: PowerPoint and projector/smart board, dry erase board and markers,
Protractor, 30 copies of notes/lesson review sheet, 30 copies of homework worksheet, 30
copies of the Picasso angle labeling activity

Language Function: Throughout the lesson, students will analyze triangles and identify and label the
angles. Students will evaluate complementary and supplementary angle equations and explain the
difference between the different angles- right, acute, obtuse, straight, coterminal, complementary,
supplementary, central, and quadrantal.
Lesson Plan
Before:
Have students draw two different triangles in their note book.
Volunteers can come up to the board and draw their triangles.
Pose the question, Why is this shape called a triangle?
Begin lesson based on an answer to the question that reflects the theme of triangles have three
angles.
During:
Begin with the basics of angles, introducing tier 1 and tier 2 vocabulary, by having the students
transfer the definitions from the whiteboard to their notebooks.
Have students draw a few angles using standard position and labeling the initial and terminal
side.
Introduce the classifications of angles- right, acute, and obtuse.
Students identify, label, and color the angles in the triangles that they draw in their notebook as
acute, obtuse, or right.
Have students go up to the board and label the triangles on the board.
Go online to classify triangles http://www.math-play.com/classifying-triangles/classifyingtriangles.html
Discuss the complementary and supplementary angles and have students solve a few practice
problems.
Pause and ask if there are any questions.
Proceed to discuss the multiple ways to represent the measurements of angles- minutes, second,
and radians.

After:

Watch youtube video giving more examples http://www.youtube.com/watch?v=aci0c0dtzGg

Have students practice converting degrees into minutes, seconds, and radians
Pass out the lesson review paper.
Pass out the Picasso angle labeling activity.
Give the students a short review quiz to be completed in class with a partner.
Have students come up to the board and write their answers.
Play online jeopardy game in teams http://www.math-play.com/Angles-Jeopardy/AnglesJeopardy.html
Give homework assignment.

Assessment:
Type of assessment
(formal or informal)

Description of
assessment

Informal Quiz

The following day

or the day of the
lesson, provide a
short review quiz

Formal Test

The test will be

entirely short
answer with an
occasional multiple
choice and matching
for vocab, making
sure that each
objective is covered

Modifications to the
assessment so that
all students could
demonstrate
learning
Extra time will be
provided to those
who need it

Evaluation Criteria- What

evidence of student learning
(related to the learning objectives
and central focus) does the
assessment provide?
On the quiz, the topic that the
students do not perform as well on
will be touched upon again before
the test.

Extra time will be

provided to those
who need it

Make sure that students are able

to define vocabulary, label
triangle angles, find coterminal,
complementary, and
supplementary angles, and able to
correctly convert between
degrees, minutes and second, and
radians.

Resources: Lesson 6.1 in textbook, Picasso painting from online source, teacher made test, answer key
Analyzing Teaching: To be completed after the lesson has been taught
What worked?
What didnt? For whom?
Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?

Proposed Changes

Whole class:

If you could teach this lesson again to this group of

students what changes would you make to your
instruction?

Groups of students:
Individual students:

Justification
Why will these changes improve student learning?
What research/theory supports these changes?