Taylor Fisher

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Mathematics
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)— Students will demonstrate their knowledge of identifying obtuse, straight,
acute and right angles, and their characteristics.
B. Objective(s)— Students will be able to identify obtuse, right, straight, and acute angles
and the differences between each angle.

C. Standard(s): PS.1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem
and looking for entry points to its solution. Mathematically proficient students check their
answers to problems using a different method, and they continually ask themselves, “Does this
make sense?” and "Is my answer reasonable?"

PS.5: Use appropriate tools strategically. Mathematically proficient students consider the
available tools when solving a mathematical problem. These tools might include pencil and
paper, models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a
statistical package, or dynamic geometry software.

3.G.2 Understand that shapes may share attributes, and that the shared attributes can define a
larger category.

II. Materials
 Paper plates
 Markers
 Homework sheet
 Worksheet
 PowerPoint of pictures for anticipatory set.
III. Anticipatory Set
  “I am going to show you a few pictures up on the board and I want you to
silently think about how they may connect to math.”
- Slide One (Magic Tree House Book): “How many of you have read
one of these books? They were my favorite books to read in elementary
school, and I actually now own most of them!”
- Slide Two (Piece of pizza): “I know you all are familiar with this food.
Who loves pizza?”
- Slide Three (Clock): “What is this picture of? The hands are showing
the time.”
- Slide Four (Plane): “Has anyone ever been on a plane before?”
- “We are going to come back to these pictures later in class today.
They connect with what we are going to be learning.”
IV. Purpose: Today we will learn about the three types of angles (obtuse, acute, acute)
because they are seen in everyday life and will be used throughout your math
education.

PLAN FOR INSTRUCTION (ACEI 1.0)

V. Adaptation to Diverse Students:
 I added movement into my lesson for students who need to move, this will
help them focus more.
 I am using visuals and making the students create visuals. Students who learn
through seeing will be able to grasp the concept I want students to learn easier.
 This lesson creates opportunities to add in other activities that will cater to
student’s multiple intelligences.
(ACEI 3.2)
VI. Lesson Presentation (Input/Output) (ACEI 2.3)
 “We are going to be learning the four angle types today.”
 “An angle is formed by two rays that share an end point. Remember a ray is a
line that has an arrow at the end to show that it goes on further. The shared
endpoint is called the vertex” (Draw a right angle on the board as I teach).
 “The first angle we are going to look at is called a right angle. The angle I just
drew is a right angle. A right angle forms a square corner (Draw the square
corner). Most of the time when you see a right angle on worksheets or in
books, the corner is already marked, so you know it is a right angle.”
 “The second angle is called a straight angle. A straight angle makes a straight
line. When there is a straight angle, it is marked with this curved line” (Draw
a straight angle as I teach).
 “I am going to show you pictures of the third type of angle. Think about what
is the same about each of these angles (show pictures of angle). This angle is
called an obtuse angle, everyone say obtuse (Class says obtuse). What do you
think an obtuse angle is? (Allow 2-3 students to answer). An obtuse angle is
greater than a right angle, but less than a straight angle.”
 “I am going to show you pictures of the fourth type of angle. Think about what
is the same about each of these angles (Show pictures of angle). This angle is
called an acute angle, everyone say acute (Class says acute). What do you
think an acute angle is? (Allow 2-3 students to answer). An acute angle is less
than a right angle. I always remember that an acute angle is the smallest
because I say, ‘it is just a cute little angle’ (Draw at least two acute examples
as I teach).
 “We are going to practice these angles, so I need you all to stand up. When I
say an angle, I want you to show me the angle with your arms” (Model first
then go through angles).
 “Shapes have angles formed by two line segments that share an endpoint, or
vertex. We are going to look at common shapes and identify what angles they
have. I’ll start with a square, what angles does a square have?” (Go through
common shapes and draw them on the board. Have students identify angles).
 “You wont just see angles in math, they are in everyday life. The real-life
pictures I showed you earlier have angles in them” (Go through slides and
show angles).
 “Are there any questions?” (Answer questions, if any).
  “You are going to create a tool you can use to practice angles (Show plate
manipulative). I am going to give you two different plates. The plates have a
line cut to the center and I bolded the line in black so you could see it. You are
going to slide the plates together. When the plates are together, you will be
able to move them to show different angles” (Model as explaining).
 Give students a few minutes to explore with the plates.
 Once the plates are complete: “You are going to partner up with the person
sitting across from you. With your partner, you guys are going to complete this
sheet I am going to give you. I will read each problem to you before you start.
This sheet is going to have you practice identifying angles. I want you to
spread out throughout the room to work” (Hand out papers as students spread
throughout the room).
 Read through the problems: “Once you have completed the paper, raise our
hand and I’ll tell you what you will do next.”
 “Are there any questions about what you are suppose to do? (Answer
questions, if any).
 “When you work with your partner, I want to see you guys staying on task and
not moving around. I want to only hear a level one. Working in partners is a
privilege, so if you guys get above a level one three times, you won’t get to
work in partners anymore. I will call one partnership at a time to pick a spot
in the room. Once you go there, you are to stay there.”
 “You may begin.”
 Students will go back to their seats if they are not focused or too loud.
 Walk around and make sure the students are staying on task and answer any
questions.
 Students who finish early will get to start their homework.
(ACEI 3.3)
VII. Check for understanding
 With a few minutes left in class: “Everyone come back to their seats, we are
going to go over the worksheet” (Go through worksheet and have students
share their answers).
  “Are there any final questions?” (Answer questions, if any).
 Quick re-explanation of angles if some students are confused.

VIII. Review learning outcomes / Closure

 If true, “from what you guys have showed me, I can tell that you understand
and can identify the three types of angles (obtuse, right, acute).”
 Hand out homework sheet and explain, if necessary.
 “Before you line up for P.E. and Music, I am going to show you an angle on
the plate we made earlier and when you have said the correct angle, you may
line up.”
 Give Star Bucks if they worked hard and were on task.

PLAN FOR ASSESSMENT

 Formative: Showing angles with arms and observations while students are working.
 Summative: Homework sheet and exit slip of telling me angle that I show on the plate
manipulative.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. What activities could I do to get the students more involved?
8. What management strategies could I try next lesson?