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.HSGCO.A.1: Know precise Practices 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)

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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.

Materials:

Student Needs: Textbook, notebook, pencil, protractor, highlighter, and coloring supplies. 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. Watch youtube video giving more examples http://www.youtube.com/watch?v=aci0c0dtzGg

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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

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.

Formal Test

The test will be Extra time will be entirely short provided to those answer with an who need it occasional multiple choice and matching for vocab, making sure that each objective is covered

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
If you could teach this lesson again to this group of students what changes would you make to your instruction?

Whole class: Groups of students: Individual students:

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