Debbie Hernandez

Laurie Slatkin
John Green
MIAA 360 Lesson Study
Identification- This lesson focuses on Reasoning about composing and decomposing polygons using tetrominos.
Learning Objectives
Objective 1: Reinforce multiplication to 10 fluency (3.OA.7)
Objective 2: Phisiometery, using right, obtuse and acute angles. (3.G.1)
Objective 3: Classify the shape (3.G.1)
Objective 4: Use tetrominos to create various shapes and understand how shapes can be constructed and deconstructed using tetrominos
(3.G.1)
Objective/Standard- In Lesson 6, students were introduced to the concepts, of using physiometry to reinforce through kinesthetic the
relative measure of right, obtuse and acute angles ((3.G.1), and began to classify shapes, primarily quadrilaterals (3.G.1). The ongoing
reinforcement of multiplication facts to 10 (3.OA.7) is a daily and recurring theme in the curriculum.
In this lesson, students were given 4, 5 and 6-sided polygons to classify and identify (3.G.1). Students also used variously colored tetrominos
to explore what other regular and irregular polygons could be constructed using the various tetrominos (3.G.1). In certain of the activities
students were asked to for two different rectangles using the tetrominos and to represent them on graph paper (MP.6 attend to precision,
3.MD.3 Draw a scaled picture graph).
Initial Reflection:
This lesson presented several unanticipated and anticipated challenges. First, the engage portion of the lesson required students to cut out
the tetrominos accurately and with precision. I had two students with motor skill deficits that required additional help and time. Also, there
were several anticipated students who, while frequently were redirected, did not stay on task enough to sufficiently cut out enough tetrominos
for the tasks.
While the students were looking eagerly toward the actual use of the tetrominos, their off task activities proved frustrating in the application of
the lesson. Because the students worked in pairs and shared strategies, I was able to continually assess progress, competency and mastery
just by moving around the room and observing and asking probative questions.

Team Members: Debbie Hernandez, Laurie Slatkin, and John Green.

Teaching Dates: 5/6, 5/8
Concept for this lesson: Reason about composing and decomposing polygons using tetrominos. 3rd grade
Stage of
Lesson

Teacher Does
Directions or Teacher Questions

Engage
Time:
5 minutes

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM, MPS, NGSS,
21st Century

With their partner, students

look at the uncut tetrominos
and discuss how they might
be used and manipulated.

3.G.1 Identify geometric shapes

Introduction of Teacher Team and the

plan for the lesson.

Today we are going to learn about

using interesting shapes called
tetrominos to create other polygons
and quadrilaterals. Teacher shows
Materials:
the 5 colored sheets of different
Tetromino cards, shaped tetrominos.
scissors,
Students were immediately lost in
personal
the fact that they would be cutting
whiteboards
and suing shapes. I wanted them to
engage, but it seemed overly so.
Next time I should describe them
more before showing.

Stage of
Lesson

Teacher Does
Directions or Teacher Questions

Fluency
Practice
Time: 5
minutes

Phisiometery
Time 3
minutes

Explore:
Time:
10 minutes
Materials: colored
tetromino cards,
scissors and
personal
whiteboards.

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM, MPS, NGSS,
21st Century

For 3 minutes, the students complete a 3.OA.7

60 problem multiplication sheets of

factors of 5

This worked well students are used

to this.

Completes multiplications facts,
After students complete, read the

corrects.
answers and student correct each

others work.



Have students stand up and create
Stand up and create right, obtuse and 3.G.1
right, obtuse and acute angles with
acute angles with their arms.

their arms.

Students cut and then assemble varying
Introduce this earlier in the year.

Students treated this like recess at polygons.

first.
3.G.1
Pass out the multiply by 5 pattern
sheet, set timer for 3 minutes

Have students cut out tetrominos.

Explore the possible polygons that can
Once cut, students are told to see, in be created.
pairs, what polygons can be created.
To adapt with student that have fine
motor issues or are slow and
perfectionists have several cut out,
or better yet, laminated and already
cut out.
Take a few minutes to make some
shapes with the tetrominos. (Allow
students time to explore.) What shapes
did you make?

(Read: Use tetrominos to create at

least two different rectangles. Then
color the grid below to show how
you created your rectangles. You
may use the same tetromino more
than once.)
Mostly the students were able to
follow and stay on task. Good
activity

To make shapes youll have to rotate

them, and sometimes even flip them
over (demonstrate turning one over so
the back is face up). Read Problem 1.




Look at the grid in Problem 1. How
many squares will you color for each
tetromino you use?
This worked well. No change.
How will someone who looks at your
grid be able to tell which tetromino
pieces you used to make each
rectangle?


Talk to a partner: How do you know the
shapes that you made in Problem 1 are
rectangles?

Four squares!




I can color the grid the same color
as the tetromino pieces! I can
color the squares on the grid to look
like the shape of each tetromino
that I use.


They look like rectangles! I
counted the units for the sides of
my shapes. The opposite sides are
equal. I know rectangles have
opposite sides that are equal. I
can use the corner of an index card
to make sure my shapes have four
right angles. My shapes have two
sets of parallel lines, like a rectangle.
Opposite sides that are equal,
four right angles, and two sets of


parallel lines are attributes of

rectangles. My shapes have all of these

attributes, so my shapes are rectangles!




Evaluate
3-5-ETS1-2. Generate and compare multiple
Use tetrominos to compose polygons with (Read: Use tetrominos to create at least
possible solutions to a problem based on how
Consider
given areas. (Problem 2)
two squares, each with an area of 36
well each is likely to meet the criteria and
Decision Points

constraints of the problem.
square
u
nits.
T
hen
c
olor
t
he
g
rid
b
elow
t
o
Assessments
Read Problem 2.
show how you created your square. You
may use the same tetromino more than
once.
a. Write a number sentence to show the
area of a
Square above as the sum of the areas of the
Tetrominos you used to make the square.
b. Write a number sentence to show the
area of a square above as the product of its
side lengths.)
Several students were distracted by the
amount of concentration and thought
required, which resulted in them distracting
the others
How is Problem 2 different from
Problem 1?

Talk to your partner: How many
tetrominos will you use to solve
Problem 2? How do you know?



What will be the side lengths of your
square? How do you know?

It tells us the area of the square has to be

36 square units.
Enough to fill 36 square units. Nine
tetrominos, because each tetromino has an
area of 4 square units and 9 4 = 36! I can
also divide to figure it out, like this: 36 4
= 9.
6 units, because the side lengths of a
square are equal.

MP.6 Attend to Precision

Explain:
Time:
10 minutes

Talk to your partner: How can the grid help I can mark a 6 by 6 square on the grid so
you make a square with an area of 36
that I know my square has the right area.
square units?
Then I can just color the gridI dont even
need to use the tetrominos. I think after I
.
colored the grid, I would build the square
with the tetrominos, just to be sure.



Make sure that students complete all of Students complete all of problem 2

problem 2, and create both of the
and draw the requisite

rectangle
representations of their graph paper.


Pose the following questions, in order to
3-5-ETS1-2. Generate and compare
Randomly call on student pairs to
the student groups:
explain their answers. Have students multiple possible solutions to a problem

based on how well each is likely to meet
How do you know your shape is a square? come to the front of the class to show the criteria and constraints of the
What is the smallest square you can make their work and explain their reasoning problem
and answers.
with tetrominos?
This is important to randomly call on

students to keep the attention

focused on their peers

MP.6 Attend to Precision

Select a variety of interesting and

What is the smallest square you can make unique solutions and reasoning for
presentation to the class, and allow
without using the square tetromino?
back and forth discussion with both
Can you make a square with tetrominos
the presenters and the partner
that has an area of 25 square units?
groups.


Why or why not?

The why or why not is a continually

difficult question for the students to
be able to grapple with.

Stage of
Lesson

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Evaluate
Pass out Exit Ticket
Completes Exit Ticket, returns to
Consider
Very routine, the students are used to teacher
Decision Points
this task.
Assessments
(10 minutes)

Standard
CCCSSM, MPS, NGSS,
21st Century

Extend:
Time:
15 minutes

Teacher asks the students if they can

use the tetrominos to create square of
other sizes than 36 square units. Can
the students find a rule that the sides
of a square must be a certain multiple
of X squares, or is there a range of
sizes that might work?
Teacher monitors progress and gives
advice when needed.
As expected, this requires a lot of
carefully crafted guiding questions to
scaffold students toward finding
solutions instead of checking out.

3-5-ETS1-3. Plan and carry out

fair tests in which variables are
controlled and failure points are
considered to identify aspects of a
model or prototype that can be
improved.

Students use tetrominos to

attempt to build squares of other
sizes. As they build, they explore,
based on the tetromino sizes what
possibilities exist.
Having re-cut tetrominoes would
be a real time saver.

Day 2
Stage of
Lesson

Engage
Time: 5
minutes

Teacher Does
Directions or Teacher Questions
Today we are going to learn about
interesting shapes and patterns
withn a square called tangrams.
Tangrams mean seven boards of
skill, so we will have to be very
careful when cutting them out. We
must use all of our skill.
Students really liked the challenge
and the concept of seven boards
of skill.

Student Does
Expected Student Responses
Student Activities
Students listen attentively

Standard
CCCSSM, MPS, NGSS,
21st Century
3.G.1 Identify geometric shapes

Fluency
Practice
Time: 5
minutes

Phisiometery
Time 3
minutes

Explore:
Time:
10 minutes
Materials: 8.5 x
11 cardstock,
scissors.

For 3 minutes, the students complete a 3.OA.7

60 problem multiplication sheets of

factors of 5

This worked well students are used

to this.

Completes multiplications facts,
After students complete, read the

corrects.
answers and student correct each

others work.



Have students stand up and create
Stand up and create right, obtuse and 3.G.1
right, obtuse and acute angles with
acute angles with their arms.

their arms.

Students cut and then assemble varying
Introduce this earlier in the year.

Students treated this like recess at polygons.

first.


Students will make tangrams out of Explore the shapes that can be made
3.G.1
an 8.5 square of paper. Students
wit tangrams.
receive 8.5 x 11 paper and fold
then cut into a square. Once cut,
students are told to see, in pairs, how
the puzzle fits together.
Pass out the multiply by 6 pattern
sheet, set timer for 3 minutes

To adapt with student that have fine

motor issues or are slow and
perfectionists have several cut out,
or better yet, laminated and already
cut out.

Stage of
Lesson

Teacher Does
Directions or Teacher Questions

Teacher guides students through

the folding and cutting of the
Time: 35 minutes
tangrams, describing in great
detail the process to avoid missteps. As each new shape is
cut, the teacher asks the
students to discuss with their
partner what the shape is and
how it relates to the previous
shape and what is left of the
original square.
Explore

Sample dialogue:
T: We have drawn diagonals
inside quadrilaterals and
discovered they can be
decomposed into what two
shapes?
S: Two triangles.
T: Look how I fold my paper down
the diagonal line that goes
through the middle of the
square. (Fold and unfold
paper.) Do I get the same
shapes?
S: Yes, you get two triangles!
This requires a fairly high degree of
supervision to prevent students
from cutting along the wrong line.

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM, MPS, NGSS,
21st Century

Folds, cuts and discusses the tangram 3.G.1

shapes and how they relate to the
whole.

Students engage with their partners

and follow the teacher guidance and
answer teacher prompts.



Stage of
Lesson

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Evaluate

Recompose seven pieces of tangram

to create the original square. Sample
dialogue guiding the students:

Students take time in reconstructing

the tangrams. Discussion with partners
is recommended in order to get
students to engage and successfully
recreate their original squares.

Time 10
minutes

Put your pieces back together to form the

large square we started with. (Allow
students ample time to position the
pieces. Make every effort not to interfere
as students work at positioning the shapes
during this sequence of the lesson.
Encourage students to persevere,
providing the least direction possible.
Have students who finish quickly shuffle
their pieces and try to make new shapes.)

Out of the seven tangram pieces, how

many shapes are triangles? How many
Time: 7 minutes shapes are quadrilaterals? Are any of the
shapes regular polygons?
EXPLAIN

Explain to your partner the steps you took o
compose the seven shapes back to a
square.

By slowly guiding the students along, this
portion of the lesson was very successful. I
only had one pair who were unsuccessful
primarily because they mis-cut the tangram
pieces.

Standard
CCCSSM, MPS, NGSS,
21st Century

Stage of
Lesson

Teacher Does
Directions or Teacher Questions

Extend

Student Does
Expected Student Responses
Student Activities

Teacher asks students to take the

Students work in pairs to try to fond as
many additional polygons, both regular
Time: 15 minutes seven tangram pieces with their
partner and try to make as many other and irregular as possible.
polygons as possible. Stress the goal
of creating regular polygons other than
the original square.
Students make a list and then share
out their discoveries.
Students really liked the challenge that
this exercise presented.

Standard
CCCSSM, MPS, NGSS,
21st Century
3-5-ETS1-3. Plan and carry out
fair tests in which variables are
controlled and failure points
(inability
to
create
regular
polygons) are considered to
identify aspects of a model or
prototype that can be improved.

MIAA360: Lesson Study

Team Members: _ Debbie Hernandez, John Green, and Lori Slatkin

Teaching Dates:
May 4, 2015______

Concept for this lesson: Use a circular protractor to understand a 1-degree angle as 1/360 of a turn and explore benchmark angles using a protractor.
Grade Span__4-7__

This lesson is part of a geometry unit from the Engage New York Curriculum for 4th graders. Previous lessons were about lines and angles. Specifically,
students learned how to identify right, acute, and obtuse angles using a right angle template which is a circle folded twice. This lesson is the first of
several that build understanding of measuring and drawing angles. Weve adapted it to make it more exploratory than was originally intended.

Green = comments
Red = changes (most of which I actually had a chance to do with the 2nd class that I teach)


Coincidently, this lesson came shortly after we had done a lot of work with comparing fractions and equivalent fractions. Relating the angles to fractions
was very helpful.

Stage of Lesson

Review and
Engage

Time:
10 minutes
(20 min.)


Materials:

Right angle templates
from previous lesson.

Teacher Does

Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Bridge to previous lessons:
Review: Physiometry (Kinesthetic memory)

Stand up.
Show me a point.
Show me a line.

Show me a ray.


Show me a line segment.

Show me a right angle.

Students stand behind chairs.
Clench one hand in a fist.
Extend arms straight so they are parallel
with the floor. Open both hands.
Extend arms straight so they are parallel
with the floor. Open one hand, clench the
other in a fist.
Extend arms straight so they are parallel

Standard
CCCSSM, MPS,
NGSS,
21st Century

CCSSM
4.MD.5
Recognize angles
as geometric
shapes that are
formed
whenever two
rays share a
common
endpoint, and
understand
concepts of angle
measurement:







Evaluate
Consider Decision
Points Assessments

Show me an obtuse angle.

Show me an acute angle,


If students seem confident, continue with lesson. If
hesitate or seem confused, slow down and discuss
terms and why Joes arms are correct. Then
continue with more practice.

Once I showed a clenched fist for a point and a
pointed finger to show a continuing line, the kids
took off with this. I added after each direction: Show
me another ________ and another _________ and
another.

Engage:

Take out your right angle templates.

If you need to, make another template.


Who can do a demonstration for us?

How many templates fit together to make a circle?






What fraction of the circle is each template?

What fraction is two templates?

What fraction is three templates?

What fraction is four templates?

with the floor. Both hands clenched in

fists.
Make a right angle. (Various responses are
correct.)
Make an obtuse angle with arms. (Various
responses are correct.)
Make an acute angle with arms. (Various
responses are correct.)












[Have extras ready for groups where
students have lost them.]
Make another one.
I dont remember how.

Fold it in half and then in half again.

Experiment with putting them together in
a circle.

Should agree that 4 right angles make a
circle.


(Hopefully!)

2/4 or

a. An 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. An angle
that turns
through 1/360 of
a circle is called a
one-degree
angle, and can
be used to
measure angles.

4.G.2
Recognize right
triangles as a
category, and
identify right
triangles.


MPS
5. Use
appropriate tools
strategically.
6. Attend to
precision.

21st Century


Each right angle is how many degrees?


What does the term degree mean? Discuss at your
table.

Share out.

What does a degree mean in math?



How can you show on paper what a degree is?

Stage of Lesson

Explore:

Time:
30 minutes
(50 min.)

Materials:
Coffee filters.
Two paper circles for
each student: one red
and one white.
Circular protractors
and rulers

Teacher Does

4/4 or 1

90


How far the turn is. (Didnt come up)
When you graduate.



To move. (Stood and turned.)
(Really did not know.)


Draw an arc of some kind.
(Students didnt know.)
Student Does
Expected Student Responses
Student Activities

Skills
Critical Thinking
and Problem
Solving
Collaboration
Communication

Standard
CCCSSM, MPS,
Directions or Teacher Questions
NGSS,
21st Century



Today were going to learn what a degree is and


start to learn how to use a protractor.





Pass out flattened coffee filters.





How can we find the center of the circle?
Students play with the coffee filters.


Fold it into fourths.




How can we find the center without folding it?
Students work with others at their table to
2nd time, went right to using the white circle. And
see what they can come up with.

jumped to the comments in red.




Pass out red and white circles.



You need to find the center of both of your circles.
Students help each other find the center.
Make a small x there. Any marks you make should

be light enough to erase later.



You may use whatever you need in the room to help Students came up with many solutions.












(Explain)










Evaluate
Consider Decision
Points Assessments

you find the center: scrap paper, rulers, scissors,

whatever is helpful. But dont mangle the white
circle.

Give students some time to try a few things. If not
getting anywhere, suggest that they might find a ruler
helpful.

If no one comes up with the idea. Show them how to
draw two intersecting diameters to find the center.

Have students come up and share/demonstrate
solutions.









As students are working, walk around and observe
what they are doing. Ask questions to help individuals
that were stuck. Take note of those that are coming
up with their own solution and those that are needing
help from others.

Now were going to draw a radius. Its a line that
goes from the center to the edge of the circle.

Demonstrate on the ELMO, then circulate and help
where needed.

Cut each circles radius.


Now slide the red circles slit into the white circles
slit. Demonstrate.

Traced circle onto scrap paper, cut it out,
folded it into fourths and used that to
mark the center.

Measured with a ruler to find the center.

Lightly folded to find the middle.

(Went much better with the additional
directions.)







Students will help each other draw the
radii.




Cut radii. [Have extra circles ready for
students that mess up.]

Help each other slide them together.














(Explain)







Evaluate
Consider Decision
Points Assessments

What do you see as you turn this segment to the

left?

Do you see an angle?

Lets agree that the white region is the interior of
the angle were focusing on.

With your table group, experiment and figure out
how you can show the rest of the class what a 0/4
turn, a turn, a 2/4 turn, a turn, and 4/4 turn
would look like.

Roll a die and call on tables to show each of the
fractions.

How many turns did it take?




Observe groups working together on the fourths and
during their presentations. Check to see if easily
understanding the turn.

Show me a 1/8 turn.

Discuss with your table and come up with an
agreement with how many 1/8-turns it would take to
complete the circle.

(This seemed to stump them, so I guided them
through it with the following:)

Show me a fourth-turn.

Now, how would you show an eighth? Tell me how
you estimated an eighth.

Referred to fraction pieces on the board to clarify for

The white part is getting larger. The red

part is getting smaller.

Yes.




Students experiment and discuss together
what it should look like for each fraction.



Groups stand, show on their protractors,
and explain what each fraction looks like.

4
5

Discussed and finally agreed to 4.







Lots of discussion at their tables. Had
difficulty showing an eighth.







Half of a fourth.

those that were stuck that 2/8s equal . Then had to

relate it back to the angle-maker.

Show me a two eighth-turn.

How many eighths make a fourth?

Show me a three eighth turn.

Show me a four eighth turn.

Four eighths are the same as what?


Why are some people saying 2/4s and some people
are saying ?

Show me a 5 eighth turn.

Show me a 6 eighth turn.
6 eighths are the same as what?
Show me a 7 eighth turn.

Show me an 8 eighth turn.

And that is a __________?

Stage of Lesson

Teacher Does

Directions or Teacher Questions

Explain:
Students explain
throughout the

Did it take more fourth-turns or eighth-turns to get

all the way around?

How many fourth-turns did it take to make a whole

Show 2/8s.

2

Show 3/8s.

Show 4/8s.

2/4s


Theyre the same.
Theyre equivalent.

Show 5/8s.

Show 6/8s.
s
Show 7/8s.

Show 8/8s.

A whole.






Student Does
Expected Student Responses
Student Activities
Eighths


4

Standard
CCCSSM, MPS,
NGSS,
21st Century

lesson. This
would be the
summary.

Time:
5 minutes
15 minutes

Materials:









Explore:










Evaluate
Consider Decision
Points Assessments

Stage of Lesson

turn?

How many eighth-turns did it take?

How many tenth-turns would it take?

How many 1/100 turns would it take to make a
whole turn?

How many 1/300 turns?

How many 1/360 turns?

Would 1/360 turn be smaller or larger than 1/100
turn?

1/360 of a turn is called a degree. How many
degrees are in one whole turn?

Here is a tool that has been partitioned and marked
off to show 360 degrees. It is called a protractor.
Pass them out. With your partner, take a moment
and look it over.

What do you notice?





Time ran out here. Would have been helpful to have
left time to do the exit ticket listed below.

Need to reflect on student responses to decide if we
can continue on from here tomorrow or if we need to
back track. Last part seemed rushed, will probably
pick up there again tomorrow.
Teacher Does
Directions or Teacher Questions

8

10

100


300

360

smaller


360







It is shaped like a circle.
It is counting by tens starting at zero.
It has 2 sets of numbers. One going one
way and the other going the opposite way.
There are a lot of lines.

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM, MPS,
NGSS,

Extend:

Time:
45 minutes

Materials:

9X 12 white
construction
paper, Sharpee
pens, and
colored markers

Evaluate
Consider Decisions
Point Assessments
Stage of Lesson

21st Century
Student responses will vary as each piece
4th Grade
Later on in the day or on a subsequent
of art will be unique.
California Art
day:

Standards

The directions will invariably cause more

Art:
discussion about the terms and how to use 1.5 Describe and

the protractor.
analyze the
[Demonstrate all of the following on the ELMO,

elements of art
encouraging students to make their own decisions on
(line)
the placement and size of their angles so that each

creates a unique piece of abstract art.]
2.8 Use

complementary
With a Sharpee pen, make a ray anywhere on your
colors in an
paper that you want.
original

composition to
Using the protractor, make a point where 90
show contrast
degrees would be from the ray.
and emphasis.

Connect the point to the endpoint of the ray. You
now have a right angle.

Create more angles on your paper. You must have at
least two more right angles, three acute angles, and
three obtuse angles and three straight angles. The
angles may intersect one another.


Using parallel and perpendicular lines section off
paper.

Choose 3 colors to color in the sections that you
have created. (Review the concepts of contrast and
complementary colors.)

As they are working, take informal notes on whether
students are confident with the terms or are they
asking other students and/or me for clarification.

Teacher Does
Student Does
Standard
Directions or Teacher Questions
Expected Student Responses
CCCSSM, MPS,

 Student Activities

Evaluate:

EXIT TICKET (Could do with a partner or have each
student complete.)
Time:

5 minutes
1. How many right angles make a full turn?

2. What is the measurement of a right angle?
Materials: Printed Exit
3. What fraction of a full turn is 1 degree?
Ticket



Evaluate
Use the exit ticket as a formative assessment. Clarify
Consider Decisions
and reteach misconceptions the next day.
Point Assessments





Day 2

NGSS,
21st Century

Stage of Lesson

Engage

Time:
10 minutes


Materials:

Angle makers

Teacher Does

Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Take out the angle makers we made yesterday.

At the end of the lesson yesterday we were using
our angle makers to talk about degrees.

Lets review:

Did it take more fourth-turns or eighth-turns to get
all the way around?

How many fourth-turns did it take to make a whole
turn?

How many eighth-turns did it take?

Students nicknamed the tool as an angle

maker during the previous lesson.





Eighths


4


8

Standard
CCCSSM, MPS,
NGSS,
21st Century

CCSSM
4.MD.5
Recognize angles
as geometric
shapes that are
formed
whenever two
rays share a
common
endpoint, and
understand
concepts of angle
measurement:











Evaluate
Consider Decision
Points Assessments

Explore:

Time:
45 minutes

Materials:

Angle makers
Circular protractors
Rulers

How many 1/100 turns would it take to make a
whole turn?

Would 1/360 turn be smaller or larger than 1/100
turn?

1/360 of a turn is called a degree. How many
degrees are in one whole turn?

Using cards, randomly call on students to answer
those questions or similar ones.

EXPLAIN - part of yesterdays lesson:

So what is a degree?

How many degrees in a full turn?

What fraction of a full turn is 1 degree?





Pick up one of the circular protractors on your table.

Demonstrate the following on the ELMO.

Run your finger across your protractor from zero to
the center point. Lets call that the zero line, or base
line, of our protractor because it will be the starting
point from where we measure angles.

Show me a quarter-turn with your circles. Keep the
base segment of your angle parallel to your desk.

Put the zero line, or base line, on top of the bottom
segment of your angle. Align the center point of the
protractor with the vertex of the angle the best you

100


smaller


360







1/360 of a turn.

360

1/360










Students will follow the directions to the
best of their ability. They will need to
check in with their neighbor after each
step to see if they need help.

a. An 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. An angle
that turns
through 1/360 of
a circle is called a
one-degree
angle, and can
be used to
measure angles.

4.G.2
Recognize right
triangles as a
category, and
identify right
triangles.

MPS
5. Use
appropriate tools
strategically.
6. Attend to
precision.

21st Century
Skills

can.

Adjust the circles angle to match your right angle
template.

Remove the template and place the protractor to
measure that angle.

Identify one student at each table that has followed
the directions correctly and have him/her check the
rest of the people at the table.

What do you notice?




Do a half-turn and see how many degrees your
angle is.

Turn another quarter or fourth-turn.

And one last quarter or fourth-turn.


What does your angle look like right now?

How do you know if its 360 degrees or 0 degrees?






How many 90-degree angles or right angles are
there in a full-turn?

How do you know?

Using your white circle, position your protractor

The quarter-turn matches the darker lines
on the protractor.
Its 90 degrees.
One fourth-turn is 90 degrees.

180 degrees


270 degrees

360 degrees
0 degrees

Its all white.

[Not sure what theyll say.] If someone
doesnt come up with it, then say:A zero-
degree angle is when we have not turned
at all. We have made one full turn of 360
degrees. There are 360 degrees in a full
turn.

Four right angles.


We turned four quarter-turns.

Critical Thinking
and Problem
Solving
Collaboration
Communication

with the zero or base line on top of the black

segment, matching up the center point of the circle
with the center point of the protractor.

Estimate to make a point at 90 degrees. Draw a line
segment from the center point to that point.
(Demonstrate how to draw the point and use the
ruler to connect with the center.) What have you
drawn?

Now make a point at 45 degrees. Draw a line
segment from the center point to the point you just
made. What have you made?

What have you noticed?


Now lets work to measure and draw benchmark
angles using our circles and protractors.

We have already started Set A using you're your
white circle. Continue turning your circle, aligning
the zero or base line with each last segment drawn.
Be sure to keep your protractors center point on
the center point of the circle. Draw new 45-degree
angles until you have gone a whole turn.
(Demonstrate)

Place the center point of the protractor on the
shared endpoints of the segments on your white
circle. Align the zero line with the black segment.
What are the measurements of the angles you have
drawn?

Draw Set B on your red circle just as you did Set A,
but this time draw 30-degree angles. This full turn
will be made of 30-degree angles. Draw 30-degree
angles until you have made a whole turn.

Again, place the center point of the protractor on

A right angle
A 90-degree angle
Perpendicular lines


A 45-degree angle.



The 45-degree angle is half as big as the
90-degree angle.




Draw lines at 45-degree increments. Will
need to help neighbors. (Ill also have to
circulate and help.)





0 degrees, 45 degrees, 90 degrees, 135
degrees, 180 degrees. 225 degrees, 270
degrees, 315 degrees, 360 degrees.



Draw lines at 30-degree increments.



















Evaluate
Consider Decision
Points Assessments

Stage of Lesson

the shared endpoints of the segments on your red

circle. Align the zero line with the black segment.
What are the measurements of the angles you have
drawn?

All of these are benchmark angles. Lets use our
Problem Set to further explore them.

Students work with their table group for a reasonable
amount of time and then discuss together.







Be aware of what students are doing during the
lesson and problem set. Adapt directions, reshow
how to manipulate the circles and the protractors,
and have students help each other as needed.




Teacher Does

Directions or Teacher Questions

Explain:

Time:
10 minutes

When you listed the benchmark angles, did you

notice any numerical patterns?

How can you use the benchmark angles to decide
how big a 75-degree angle is?


How about a 160-degree angle?


How can you use your protractor to explain to your

0 degrees, 30 degrees, 60 degrees, 90

degrees, 120 degrees, 150 degrees, 180
degrees, 210 degrees, 240 degrees, 270
degrees, 300 degrees, 330 degrees, 360
degrees.

Problem Set includes:
Comparing the 45 degree and 30 degree
angles. Which are on both lists.
Which angles are acute?
Which angles are obtuse?
What fraction of a turn is each of the
angles?
How many 45-degree angles to make a full
turn?
How many 30-degree angles to make a full
turn?

Student Does
Expected Student Responses
Student Activities
Counting by 45s or 30s.
Some are in both lists.

If I can picture a 45-degree angle and a 90-
degree angle, a 75-degree angle would be
in between them.

If I can picture a 150-degree angle, 160-
angle would be a little bigger.

Each little line represents one degree

Standard
CCCSSM, MPS,
NGSS,
21st Century



Evaluate
Consider Decision
Points Assessments
Stage of Lesson

partner what a degree is?

which is 1/360 of a turn.

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Extend:

Same as previous lesson.

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Student Does
Expected Student Responses
Student Activities

Evaluate:

Use Exit ticket from previous day.

Add question
#4. Name at least four benchmark angle
measurements.

Look for students who are still missing most of the
questions to pull to work with separately.

Time:
10 minutes

Evaluate
Consider Decisions
Point Assessments

Standard
CCCSSM, MPS,
NGSS,
21st Century

Standard
CCCSSM, MPS,
NGSS,
21st Century

Final Reflection:

As teachers we are constantly reflecting on what we are doing and what we would do next. This process added another element by focusing on the

5 Es. The Engage New York math lessons are very dense to read and comprehend in the teachers manual. The act of taking a lesson apart and putting it in
this format was helpful in preparing for teaching the lesson. This lesson, in particular, for teaching protractors and measuring angles was a new approach
for me. I felt better prepared and more focused when I taught the lesson. I also allowed more time for exploring. Sometimes when Im feeling pressed for
time, I shortcut that step. This reminded me that, in the long run, it pays off to give the experience of figuring out things for themselves.

Im fortunate to teach math two 4th grade classes. I have the opportunity everyday to improve on how I teach a lesson. Of course, each class has its

own personality, so what works for one does not necessarily work for the other. As I was watching the lesson, I realized how often I veered off script
when it was obvious that we had hit a wall. These are the unplanned formative assessment moments when you can tell that theyre just not getting it.
The recording also allowed me to observe some of the groups as they were working (other than the one that I had been interacting with). It was reassuring
to see and hear how involved they were with the process. Although the noise level was on the louder side, it was productive. I also found myself checking
on my tone of voice and the way that I was questioning students. Sometimes I worry that I sound impatient. It was a relief that I didnt.

Overall, I found this experience positive. This will be a helpful tool to use to make sure Im including all of the Es. Im sure I wont script out every

lesson, but the overall format is a good framework to keep in mind when Im planning. I also think quietly filming the class for my own purposes is a helpful
tool for me to check in with how Im coming across to students.

MIAA 360: Lesson Study

Team Members:

Laurie Slatkin, Debbie Hernandez, and John Green

Teaching Dates: May 14, 2015

Concept for this lesson:

Functions-Input Output Table

Grade Span:

8th grade/ Algebra

This lesson was taken from an article I read earlier about using the String Task to engage students. It was supplemented by the Cutting the Layers task
from the Interactive Mathematics Program, year 1.

Green = comments
Red = changes I would make
Stage of Lesson

Teacher Does
Directions or Teacher Questions

Engage

Play the high yield routine game Find

My Rule

Time: 10 Minutes
Materials:
White boards
Markers

Begin with an input/output table and ask

students to give a number. When the
student gives a number, teacher places the
output for that number and the rule in the
output side. Teacher allows students to
guess until they begin to discover the rule
for the table.

Student Does
Expected Student Responses
Student Activities
Students may use their whiteboards to
work out any possibilities to discover the
rule.
Students are familiar with this game as
theyve played versions of it before.

Standard
CCCSSM, MPS,
NGSS, 21st Century
8.F.1 Understand that a
function is a rule that
assigns to each input
exactly one output
A-CED Create
equations that describe
numbers or relationships
A-REI Understand
solving equations as a
process of reasoning and
explain the reasoning

What happens when you put a number

in?

A new number comes out.

*Student gives number, teacher gives

output

Students give guesses

F-IF Understand the

concept of a function
and use function notation

Student Does
Expected Student Responses
Student Activities

Standard
CCCSSM, MPS,
NGSS, 21st Century

First rule: plus one

Second rule: times 2 minus 3
Use harder functions
Stage of Lesson

Teacher Does
Directions or Teacher Questions

Explore

Introduction of the task:

Time: 20 minutes

Today we will be using string to help us

complete an Input/Output table and to
find the function for the table.

Materials:
Handout with directions
5 pieces of string equally
cut, scissors, chart,
construction, or poster
paper for recording

Teacher explains how to fold the string in

half before making the cut.
Directions include how many cuts to
make each time.
Next time, read through handout with
students, modeling step-by-step. Students
had unclear expectations of how many
strings they had and needed clarification
that each string meant a new trial.
Ask students to make predictions about
what will happen after each fold and cut.
Questions might include:
What materials will you need?
How many cuts per round? Teacher
circulates through the room and guides
students that are having difficulty.
Students were to work in pairs. Next time
I will assign partners rather than letting
students choose, they took a long time
deciding how to break into pairs.
Students needed to be walked through
each cut for the steps.
Allow students to decide how to record
their information.
Questions might include:
How many pieces of string do you have
after the first cut?
What quantities are you comparing?

Students read the handout with the

directions and ask any clarifying
questions.

MPS 2: Reason
abstractly and
quantitatively
MPS 6: Attend to
precision

Working in pairs, students record the

number of pieces of string they have after
each cut. Students record their findings
on a poster to present to the class.
Students discover a rule for the cutting of
the strings.

MPS 7: Look for and

make use of structure
MPS 8: Look for and
express regularity in
repeated reasoning

How many after the third?

How could you organize your information
in a table?
What types of relationships are you seeing
in the table?
So what happens every time you make
another cut?
How many strings did you get when you
cut it 3 times?

Student responses might include:

2 pieces of string.
We compare the number of cuts to the
number of strings we have.
We could record the number of cuts and
then how many pieces of string we have.
For every cut we make, we have one more
piece of string.
It makes two more
Seven

Next time, I would relate the function

back to the Guess My Rule game to
make it easier for the students to find the
function.
Once the groups found what they believed
to be the function, I asked if it would
work for any number?
What is your input telling you?
What about your output?
How many cuts.
How many strings you get.
Teacher looks for groups that have
organized their data in a function table
and recorded a rule to explain their
reasoning
Stage of Lesson

Teacher Does
Directions or Teacher Questions

Explain

Teacher asks students to explain their

reasoning to the class. Questions can
include the ones above or some of the
following:

Time: 15 minutes
Materials: Student posters

How can you represent the relationship

between the number of cuts and the
number of pieces of string in words and
using variables?
How does the rule work?

The groups finally found that their rule

did work, even with zero as an input.
Student Does
Expected Student Responses
Student Activities
Students will explain their findings and
patterns they see from their exploration.
Students will comment on each others
findings.
Students will discover a common rule for
the amount of cuts in the string and the
number of strings created by the cuts.
It can tell you whether to add or multiply,
if its still zero you know its going to be

Standard
CCCSSM, MPS,
NGSS, 21st Century

I clarified with one student why he had

gone to zero, both in the find my rule
game and in the task.

Stage of Lesson
Evaluate

Allow time for students to ask questions

of their own.
Teacher Does
Directions or Teacher Questions
Teacher distributes exit ticket

Time: 5 minutes

times.
Students will recognize the rule as
number of layers plus one

Student Does
Expected Student Responses
Student Activities
Students complete exit ticket.

Standard
CCCSSM, MPS,
NGSS, 21st Century

High-level response: students are able to

formulate a rule for a similar problem
with correct values.

Materials: Exit Ticket

Medium-level response: students are able

to find values but are not able to
formulate the rule.

Stage of Lesson

Teacher Does
Directions or Teacher Questions

Extend:

Teacher will assign writing an

explanation of the task and their
conclusions in the form of a paragraph in
their journals.

Done later or as homework

Low-level response: students are not able

to find values or a rule.
Student Does
Expected Student Responses
Student Activities
Students will be able to record their
findings and write their understanding in
the form of a short essay.

Standard
CCCSSM, MPS,
NGSS, 21st Century

Students should answer the following

questions:

Stage of Lesson
Engage
Time: 10 Minutes

Does the input and output change? What

is the reasoning for the change?
Is there a new function?
Day 2
Teacher Does
Student Does
Directions or Teacher Questions
Expected Student Responses
Student Activities
Teacher reviews homework with students, Selected students will present their
asks for volunteers to explain their
findings to the class.
findings of the previous nights homework.

Standard
CCCSSM, MPS,
NGSS, 21st Century

Materials:
Previous Night Homework
White boards
Markers

Teacher will allow a brief discussion of

the findings.

Questions from students may be presented

as well.

Questions include those from the

homework assignment: Does the input
and output change? What is the reasoning
for the change? What was the new
function?

Students will be able to explain the

change in output. Students will
understand that while the input was the
same the output changed because of the
difference in the strings folds.
Students will be able to describe the new
function.

Explore

Introduction of the task:

Time: 20 minutes

Today we will be again be using string to

help us complete an Input/Output table
and to find the function for the table.

Materials:
Handout with directions
5 pieces of string
equally cut, extra string
as needed, scissors,
chart, construction, or
poster paper for
recording

This task includes folding the string more

than once prior to cutting.
Teacher allows students some time to
explore the difficulties of folding the
string prior to cutting.

Is this the same as yesterday?

How many times do we fold the string?

Teacher will work through at least one

cutting of the layers, more if necessary.
Allow students to decide how to record
their information.
Questions might include:
How many pieces of string do you have
after the first cut?
What quantities are you comparing?
How many after the third?
How could you organize your information
in a table?
What types of relationships are you seeing
in this table?
Teacher looks for groups that have
organized their data in a function table
and recorded a rule to explain their

4 pieces of string
We are comparing how many cuts to how
many strings.
The number of cuts of string as the input
and the number of strings after the cut.

Explain
Time: 15 minutes

reasoning
Teacher asks students to explain their
reasoning to the class. Questions can
include the ones above or some of the
following:

Materials: Student posters

How can you represent the relationship
between the number of cuts and the
number of pieces of string in words and
using variables?
How does the rule work?
How was this task different from
yesterdays?

Evaluate

Allow time for students to ask questions

of their own.
Students will create their own string task
and present it to the class.

Students will explain their findings and

patterns they see from their exploration.
Students will comment on each others
findings.
Students will discover a common rule for
the amount of cuts in the string and the
number of strings created by the cuts.
Students should recognize that the
number of cuts was different per string as
well as the layers.
Students will recognize the rule as
number of layers plus one
High-level response: students are able to
create a multi layer string task and find a
rule to match.
Medium-level response: students are able
to create a multi-layer string task but are
not able to formulate the rule.
Low-level response: students are not able
to find a new string task or a rule.

Final Reflection:
This was actually a difficult lesson to teach as it was out of context. I had no real what came before and what next to follow through with the
group. Following the 5-Es plan helped bring out layers to the lesson I wasnt really thinking of when I choose it. It made me deliberately contemplate what
the students actions and words might be.
Following the plan made it easier to anticipate problems the students might have and what my response would be. It helped to lay out a course of
action and plan my time, especially as this is not my normal class or routine. I could see this really benefitting my planning when contemplating the Engage
New York program that we currently use for 5th grade math. It would help me to streamline my lesson.
Observing myself on camera was not the most fun thing Ive done, but it was interesting. I realize that my wait time is not always the longest. I also
tend to try to fill in if I feel the lesson is lagging or Im not seeing the results. I was happy that I didnt lead the students directly to the answer; I asked
defining questions to guide them to their conclusions. I felt I moved around the room well, and I did not show bias in choosing students for answers or
questions.
In all, this was a good experience. I liked mapping out the lesson and can see using the Five E lesson plan in the future.