Lesson Plan (Geometry).docx

7/23/2019 Lesson Plan (Geometry).docx

1/18

Grade 4: Unit 4.MD.C.5-7, Geometric Measurement: Understand Concepts of Angle andMeasure Angles

Lesson lan: Measuring Angles (This lesson should be adapted, including instructional time, to meet the needs of your students.)

!ac"ground #nformation

Content$Grade Le%el Mathematics Grade 4

&ote: This could easily be a two-day lesson.

Unit$Cluster: 4.M.! Geometric Measurement" #nderstand !oncepts of $ngle and Measure $ngles

'ssential (uestions$'nduringUnderstandings Addressed in t)e

Lesson

%ssential &uestions 'hy do measure angles

'hy do need standardi*ed units of measurement when measuring angles

+ow does what measure influence how measure

'hat types of problems are soled with measurement

'hat are tools used to measure angles and how are they used

'hen is an estimate more appropriate than an actual measurement

'hat strategies help estimate measurements of angles

'hen will use angle measurements in real-life problem soling

%nduring #nderstandings

Measurement describes the attributes of obects and eents.

tandard units of measure enable people to interpret results or data.

$ll measurements hae some degree of uncertainty.

/bects can be described and compared using their geometric attributes. The choice of measurement tools depends on the measurable attribute and the degree of

precision desired.

*tandards Addressed in +)is

Lesson

4.MD.C.5-70ecogni*e angles as geometric shapes that are formed whereer two rays share a

common endpoint, and understand concepts of angle measurement.

4.MD.C.5a$n angle is measured with reference to a circle with its center at the common endpoint

of the rays, by considering the fraction of the circular arc between the points where the two rays

intersect the circle. $n angle that turns through 1235 of a circle is called a 6one-degree angle,7

August 3, 2013 Page 1of 18


2/18


and can be used to measure angles.

4.MD.C.5$n angle that turns through none-degree angles is said to hae an angle measure of n

degrees.

4.MD.C.Measure angles in whole-number degrees using a protractor. 8etch angles of specific

measure.

t is critical that the tandards for Mathematical 9ractice are incorporated in $:: lesson actiities

throughout the unit as appropriate. t is not the e;pectation that all eight Mathematical 9ractices will beeident in eery lesson. The tandards for Mathematical 9ractice ma8e an e;cellent framewor8 on which

to plan your instruction. :oo8 for the infusion of the Mathematical 9ractices throughout this unit.

Lesson +opic Measuring $ngles

ele%ance$Connections !loc8s are circles and the hands form different types of angles as they moe around the cloc8 face

n arious sports, athletes often refer to 6doing a 35, a 1enchmar8 angles of 1


3/18


*upport +)is Learning Types of angles" acute, obtuse, right, straight angles

#nderstanding that two rays that share an endpoint (erte;) form an angle

orting @uadrilaterals by types of angles

&ote: 9rior to the lesson, consider haing struggling students2%:: students iew one of the ideo clips

listed in the Motiation section to frontload the idea of angle measures in the real world so that they can

contribute to the brainstorming discussion.

Met)od for determining student

readiness for t)e lesson

Materials Aeeded"

0esource heet 1" >ac8ground nformation for the Teacher (0ead prior to lesson.)

0esource heet B" 9retest

0esource heet 3" 9retest $nswer Cey

irections"

istribute 0esource heet B" 9retest to students.

$llow time for them to complete the 9retest.

0eiew their responses based on the notes on 0esource heet 3" $nswer Cey and plan

interentions as needed.

Learning '2perience

Component Details

Which Standards for Mathematical

Practice(s) does this address? How is the

Practice used to help students develop

proficiency?

Warm Up Materials Aeeded"

Dudy cloc8s (one per student and teacher)

M9 ?" #se appropriate tools strategically

tudents will use cloc8 hands to model

and to isuali*e different angles



4/18


Learning '2perience

irections

0eiew the types of angles including straight angles

as8ing students to moe the hands of cloc8 to form

different angles.

Motivation Materials Aeeded

/ne of these ideo clips" Cobe >ryant 35 degree dun8

http"22www.youtube.com2watchEf


5/18


Learning '2perience

Multiple Means of

0epresentation

Multiple Means for

$ction and

%;pression

Multiple Means for

%ngagementCey &uestions

Jormatie $ssessment

ummary

traws (two or each student)

3-inch pieces of pip cleaner (one for each student)

9art 1

%ach student ma8es an 6angle e;plorer7

Gie each student B straws and a length of pipe cleaner

appro;imately 3 inches long.

tudents bend the pipe cleaner in half and insert each

end into the straws.

9art B

+ae students show different types of angles with their

angle e;plorer (acute, obtuse, right, straight)

iscuss" $ngles are formed by two rays sharing an

endpoint li8e two cloc8 hands. +ae students identify theerte; and the two rays on their angle e;plorer.

+ae students wor8 in pairs.

Gie students different times such as 1"1?, 1B"35, B"3?.

tudents should moe the cloc8 hands to the gien times

and match with angle e;plorer. +ae them identify the

types of angles formed with their partner.

tudents e;plore the relatie si*e of

angles based on the degrees of the

angles.

M9 " $ttend to precision

tudents use appropriate symbols ()

and unit of measurement (degrees).

M9 I" :oo8 for and ma8e use of structure

tudents recogni*e that a 4?is half of

=5angle and so on.

tudents recogni*e that a =5angle is

still a =5angle regardless of its

orientation.

M9


6/18


Learning '2perience

#: !omponents

Multiple Means of

0epresentation

Multiple Means for

$ction and

%;pression Multiple Means for

%ngagement

Cey &uestions

Jormatie $ssessment

ummary

student)

irections"

$s8 students if they 8now how a circle is measured.

0efer bac8 to the Motiation $ctiity.

iscuss that a full circle is 35and that circles and

angles are measured in degrees. The anglemeasurement is measuring the spread of the rays in a

circle. ntroduce the degree symbol. 0elate to cloc8s

and the moement of the cloc8 hands.

Gie each student a paper circle with the center point

mar8ed from 0esource heet 4" 9aper !ircle.

+ae students fold the circle in half and then trace oer

the line. %ncourage them to be as e;act as possible.

$s8" f a circle e@ual 35, what would K circle e@ual

:abel half circle 1


7/18


Learning '2perience

Aote" tudents who hae difficulty isuali*ing the parts of a

circle could color the angles as shown aboe.

+ae students use their angle e;plorer from $ctiity 1 toform =5angle and a 1


8/18


Learning '2perience

$ction and

%;pression

Multiple Means for

%ngagement

Cey &uestions

Jormatie $ssessment

ummary

Ma8ing and #sing a 'a; 9aper 9rotractor

1. 9ass out s@uare of wa; paper and 0esource heet ?"

$ngle 'or8sheet (which displays 3 circles L, 12


9/18


Learning '2perience

0esource heet I" %;it Tic8et

'rap #p"

1) istribute 0esource heet I" %;it Tic8et and allow time

for students to complete it.B) !ollect the %;it Tic8et from each student and as8 them to

oin you up front for a class discussion.3) iscussion" 0efer bac8 to the motiation.

Tal8 about why something is called a 1&

$s8 student how many turns is a 1B5 9roe your

answer.

the reasoning of others

tudents ustify their reasoning when

discussing types of angles in the realworld.

M9 4" Model with mathematics

tudents apply the math they 8now to

sole problems arising in eeryday life

*upporting #nformation#nter%entions$'nric)ments

pecial %ducation2truggling

:earners

%::

Gifted and Talented

pecial %ducation2truggling :earners and %:: students"

9rior to the lesson, consider haing struggling students2%:: students iew one of the ideo clips listed

the Motiation section to frontload the idea of angle measures in the real world so that they can

contribute to the brainstorming discussion.

tudents who hae difficulty isuali*ing the parts of a circle could color the angles as shown in $ctiity

%:: students

9roide a ocabulary sheet identifying and illustrating the different types of angles (acute, obtuse, righ

straight)

Gifted and Talented

http://www.youtube.com/watch?v=qIr2ki4nWkUhttp://www.youtube.com/watch?v=oF-jmHTYLBQhttp://www.youtube.com/watch?v=oF-jmHTYLBQhttp://www.youtube.com/watch?v=qIr2ki4nWkUhttp://www.youtube.com/watch?v=oF-jmHTYLBQ


10/18


>abylonians share what they learn

!hallenge problems are included on the e;it slip for enrichment purposes

Materials 0esource heet 1" >ac8ground nformation for the Teacher (0ead prior to lesson.)

0esource heet B" 9retest

0esource heet 3" 9retest $nswer Cey

Dudy cloc8s (one per student and teacher)

/ne of these ideo clips"

Cobe >ryant 35 degree dun8

o http"22www.youtube.com2watchEf


11/18


and the margin of error is only 1.

$lien$ngles game"

www.mathplayground.com/alien angles .html

$lien $ngles game" 9ractice estimating angles with this game. t is challenging and some students might

find it frustrating.

!reating 9ractice 'or8sheets"

www.worksheetworks.com/math/geometry/ measuring -angles .html

This site allows the teacher to create a practice wor8sheet that proides students with a set of angles that

they measure with a protractor. Teachers are able to specify the range of angles used on the wor8sheet

and are able to ma8e the measuring easier by not rotating the angle, which will 8eep the base of the angle

always hori*ontal on the wor8sheet.

https://exchange.ccboe.com/owa/redir.aspx?C=060da758a346408aa6f13698b1a378c8&URL=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Dmeasuring%2520angles%2520practice%26source%3Dweb%26cd%3D2%26ved%3D0CCQQFjAB%26url%3Dhttp%253A%252F%252Fwww.mathplayground.com%252Falienangles.html%26ei%3DFECIUNWSGIyq0AGijYGwAw%26usg%3DAFQjCNGcPog8W2j-Tp2Z_WKq-ZaWE5MK9Ahttp://www.mathplayground.com/alienangles.htmlhttps://exchange.ccboe.com/owa/redir.aspx?C=060da758a346408aa6f13698b1a378c8&URL=http%3A%2F%2Fwww.worksheetworks.com%2Fmath%2Fgeometry%2Fmeasuring-angles.htmlhttp://www.worksheetworks.com/math/geometry/measuring-angles.htmlhttp://www.worksheetworks.com/math/geometry/measuring-angles.htmlhttps://exchange.ccboe.com/owa/redir.aspx?C=060da758a346408aa6f13698b1a378c8&URL=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Dmeasuring%2520angles%2520practice%26source%3Dweb%26cd%3D2%26ved%3D0CCQQFjAB%26url%3Dhttp%253A%252F%252Fwww.mathplayground.com%252Falienangles.html%26ei%3DFECIUNWSGIyq0AGijYGwAw%26usg%3DAFQjCNGcPog8W2j-Tp2Z_WKq-ZaWE5MK9Ahttp://www.mathplayground.com/alienangles.htmlhttps://exchange.ccboe.com/owa/redir.aspx?C=060da758a346408aa6f13698b1a378c8&URL=http%3A%2F%2Fwww.worksheetworks.com%2Fmath%2Fgeometry%2Fmeasuring-angles.htmlhttp://www.worksheetworks.com/math/geometry/measuring-angles.html


12/18

Grade 4: Unit 4.MD.C.5-7, Geometric Measurement: UnderstandConcepts of Angle and Measure Angles

0esource heet 1 !ac"ground information for t)e teac)er

Mesopotamia Mat)ematics and t)e -Degree Circle

The Mesopotamians are credited with inenting

mathematics. The Mesopotamians numerical

system was based on multiples of and 15. The

first round of numbers were based on ten li8e

ours, but the ne;t round was based on multiples

of si; to get 5 and 55. 'hy it was based on

multiples of si;, no one 8nows. 9erhaps it is

because the number 5 can be diided by many

numbers" B, 3, 4, ?, , 1B, 1?, B5 and 35.

The umerians deeloped a numerical system

based on 5. The base numerical system is the

reason why >abylonians chose 1B months instead

of 15 for their calendar and why hours and

minutes are diided into 5 units and why we

hae do*ens and a circle has 35 degrees. >abylonian astronomers 8new the true number of

days in a year, but 8ept it at 35 because that number was belieed to be possessed with

magical properties.

>abylonians deised the system of diiding a circle into 35 degrees (some say it was the

$ssyrians who first diided the circle). The tiny circle as a sign for a degree was probably

originally a hieroglyph for the sun from ancient %gypt. $ circle was used by the ancient

>abylonian and %gyptian astronomers to the circle the *odiac. The degree was a way of

diiding a circle and designating the distance traeled by the sun each day. t is no

coincidence then that the number of degrees in a circle (35) corresponds with the days of

the year on the >abylonian calendar.

*ource: http"22factsanddetails.com2world.phpitemidE1?11QcatidE?QsubcatidE33

August 3, 2013

Page 12of 18
http://factsanddetails.com/world.php?itemid=1511&catid=56&subcatid=363http://factsanddetails.com/world.php?itemid=1511&catid=56&subcatid=363


13/18


0esource heet B" retest

Aame ate

Directions: &ame t)e t3pes of angles s)o1n elo1.

1. B. 3.

4. ?. .

Directions: Ans1er 6uestions 7-8 3 listing t)e letters of t)e appropriate 6uadrilaterals.

I. 'hich @uadrilaterals hae only right angles


14/18


0esource heet 3" retest - A&*9' 0'

+eac)er &ote$Loo" fors:

Did students generall3 "no1 t)e different t3pes of angles;

#f students t)oug)t


15/18


Did students see t)e connection et1een t)eir ans1ers in 7-8; @or e2ample, an3

6uadrilateral 1it) an acute angle must also )a%e an otuse angle. +)e onl36uadrilaterals 1it)out acute and otuse angles are t)ose 1it) all rig)t angles.

0esource heet 4" aper Circle

August 3, 2013

Page 15of 18


16/18


0esource heet ? A&GL' 9/0*''+

August 3, 2013

Page 16of 18


17/18


0esource heet MA0#&G A 9AB A' /+AC+/

1. tart with a s@uare sheet of paper, appro;imately 4 inches ; 4 inches.

B. Jold the s@uare in half, creating a rectangle. !rease the fold.

3. Jold the rectangle in half, creating a new s@uare. !rease the fold.

4. Jold the new s@uare in half li8e a triangle.

?. Jold the triangle in half, ma8ing a narrower triangle.

. !ut off the top edge, ma8ing all the edges een.

I. #nfold

August 3, 2013

Page 17of 18


18/18


0esource heet I '2it *lip

Aame ate

1. +ow many one-degree angles are in a full circle

B. $n angle that ma8es a full turn through a circle measures degrees.

3. 'hat fraction of a circle is a 1

Documents

Lesson Plan (Geometry).docx