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Baker College Teacher Prep Lesson Plan Form

CCSS or State Standards:

4.G.A.1, 4.G.A.2
Lesson Duration: 30
Resources and Materials: minutes
No worksheet included. Just (include timing for each activity
the following for the poster:

Toothpicks
Glue
Construction paper
Markers

(can be attached)

Objective: I can: learn the characteristics of 4 different angles and use this
What students will learn and be able to do information to identify and draw the angles.
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)

Essential Question(s): Can the students distinguish between angles?

Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?

Inclusion Activity: Covering:

Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson. acute angle
obtuse angle
straight angle
vertex
right angle

Sequence of Activities: Tell students that today they will be learning about 4
Provide an overview of the flow of the lesson. different types of angles.
Should also include estimates of
pacing/timing. Begin your presentation with a right angle. Demonstrate
how a right angle measures 90 degrees with a protractor. Ask
students to name some items in the room with a right angle.
Example: the corner of a book, the corner on the window.
Introduce the other angles by referring to and comparing
them to the right angle.
Tell students that an acute angle is smaller than a right
angle, or under 90 degrees, and that an obtuse angle is wider
than a right angle, or greater than 90 degrees.
Baker College Teacher Prep Lesson Plan Form

Tell students that when an angle measures exactly 180

degrees, it just looks like a straight line and is referred to as a
straight angle.
Tell the students that they will be demonstrating the different
angles that you just discussed by using their arms.
Ask everyone to stand up and leave an arms distance
between each other.
Tell them their bodies will be the vertex, or the point of the
angle, and their arms will represent the angle's rays.
to name each of the angles.
Tell the students that they will now make the angle with their
arms when you say the angles name.
Call out the different angles and observe students to check
for understanding. Repeat several times until students appear
to consistently demonstrate the angles correctly
Create an anchor chart with the 4 angles that lists their
characteristics on marker board
Discuss and check for understanding
Students will complete their toothpick posters independently!
Walk around as they work and provide verbal feedback.
Encourage students to create colorful and creative posters.
After completion of the activity, collect the posters to have
items for a great bulletin board display.

Instructional Strategies: A kinesthetic strategy to reinforce the names of the angles and their
Research-based strategies to help students measurements.

Assessment: Formative: Can the students demonstrate different angles with

List both formative and summative their arms that are discussed?
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for Summative: Toothpick poster showing the angles.
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).

Differentiation: Enrichment: Students who are advanced with this math skill
Describe who will need additional or different could work in a small group with the teacher during math
support during this lesson, and how you will
support them. Differentiated instruction could center time. The teacher can introduce them to the use of a
include testing accommodations, preferential protector. After demonstrating and practicing, require these
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer students to not only identify the type of angle on practice
tutors, etc. sheets but additionally write the number of degrees measured
by their protractor for the angle.
Support: Work with any students you have observed during
guided modeling that appeared to be struggling with the
activity. Review their toothpick poster and make any needed
revisions with the student.
Baker College Teacher Prep Lesson Plan Form

Summary, Integration and As an exit ticket, ask students to take out a piece of notebook
Reflection: paper and then name each of the 4 angles and ask them to draw and
List the way that you will bring students label the angles.
together to integrate and reflect on their
learning from this lesson Collect exit slips and posters.
Review and return exit slips to students and note any students who
may need further review.