John T.

Crescitelli – EdTech 506 Instructional Message Design – Lesson Plan

Two-dimensional Geometry
Lesson 2 – Understanding Angles

1. Lesson Title: Understanding Angles

2. Grade/Age Level: This unit is designed for sixth grade instruction, but
can be modified for use in grades four through seven.

3. Subject Area: Mathematics, Geometry, Angles, Protractors

4. Time allotted for the lesson: one class period (48 minutes)

5. Short description of lesson:

a. In this lesson, the learners will use a protractor to accurately

measure acute and obtuse angles to within one degree of
accuracy.

b. In this lesson, the learners will accurately create acute and

obtuse angles to within 1 degree of accuracy.

6. Massachusetts Curriculum Standards met in this lesson:

MA 6.M.2 Identify, measure, describe, classify, and construct various

angles.

7. Instructional Objectives (Each instructional objective [learning

outcome] for this lesson):

a. Students will identify an angle as acute or obtuse

©2010 John Crescitelli – Boise State University

 b. Students will use a protractor to measure acute and obtuse
angles

c. Students will label angles accordingly

d. Students will create acute and obtuse angles

8. Instructional Procedures

a. Lesson Set
On each set of tables will be a collection of different protractors.
An index card will be at each table asking, “What are these, and
how do you use them?” Each group of students is then to draft a
list of what these objects are and how to use them. This is a 5
minute activity.

b. Techniques and activities

The teacher calls the class to attention and begins to inquire
about student understandings. The teacher then creates in front
of the students a list of all student responses (either on a white
board, chalkboard, smartboard, and chart paper).

The teacher asks the students to explain how to use a protractor

while the teacher tries to emulate what the students are
directing. The teacher could use an overhead projector with a
protractor or a large board-sized protractor.

The teacher now explains and models the correct methodology

of measuring an angle. Place the vertex of the angle on the
center of the angle, with one side of the angle following either of
the zero lines of the protractor. The other side of the angle
follows a path through another part of the protractor,
representing the angle measure.

This is where the teacher may want to pass out Instructional

Reference Guide 2 – Understanding Angles. The teacher can
reinforce the instruction by showing the reference guide to
learners. This will help them remember the steps to properly
measure angles. The teacher can emphasize terminology, and
guide students to key points of instruction.

The students are then directed to measure the four presented

angles to within 1 degree of accuracy. The teacher should be
roaming the room at this point, conducting formative
assessments and providing assistance where necessary.

©2010 John Crescitelli – Boise State University

 Once the teacher has resumed class attention, the instruction
can switch to the creation of angles. The teacher will model the
creation of one side of the angle (one ray). The teacher will place
the protractor over the endpoint of the ray and align the ray with
the zero line on the protractor. Identifying the desired angle
measure on the protractor, the teacher will create the second
side (ray) of the angle. The teacher will then measure the angle
again to assure accuracy.

The students are then instructed to create four angles of various

acute and obtuse sizes using the paper provided. The teacher
should then again roam, conducting formative assessments and
again helping students who need guidance.

c. Lesson Closure
Once the teacher is back at the helm, he/she can conduct a
“summary of the day”. This is where the students and teacher
work together to help summarize mastery objectives from the
day’s lesson. Students help to connect to past understandings
while the teacher helps to enforce how the lesson leads to newer
understandings tomorrow. Students are reminded that tomorrow
in class, each will be required to measure and create four angles
to within one degree of accuracy.

9. Adaptations for special learners

For those with special needs, there are several options available. The
classroom is equipped with 3 different-sized protractors for fine motor
concerns. There is also a chalkboard-sized protractor for use.
Instructional measurement sheets have been modified so that all
angles measure to the 5 degree mark or 10 degree mark. Other angle
measurement sheets have been enlarged for assistance.

10. Supplemental Activities: Extension and remediation

One particular area of extension is to have the learners experiment

and discover how to measure and create reflex angles using a 180
degree protractor. Those students can then create a chart paper
display explaining how the process works.

For those needing remediation, other options are available. I have

found that when students use the large chalkboard-sized protractor
with guided instruction they visualize the lesson better. Another
strategy is a small group activity, where groups predict angle sizes and
measure each as a group. This allows for open dialogue and
cooperative learning.

11. Assessment/Evaluation:

©2010 John Crescitelli – Boise State University

 For this particular lesson, both formative and summative assessments
can become part of the process. During initial lesson and instruction,
the teacher can conduct formative assessment by classroom roaming.
A checklist of instructional outcomes can be used to check class
successes (measured angle correctly, used protractor correctly,
created acute angle correctly, etc.).

For summative assessment, in formal tests, students will need to

measure angles to within 1 degree of accuracy, and create angles
within 1 degree of accuracy.

12. Learner Products

Students will be presented with a series of angles. They will be

required to write an estimate of the angle based upon benchmark
understandings (acute, right, and obtuse). Students will then use a
protractor to measure and label the angle correctly. They will also be
required to create a series of angles based upon angle characteristics.
Those angles will also require accurate labeling.

©2010 John Crescitelli – Boise State University