Sample Lesson Plan

Title: Exploring Angles

Date: Wednesday, October 10

Suggested Time: 40 minutes

Students will be able to:
- create angles using angle circles
- compare angles within their angle circles and identify which are bigger/smaller
- identify angles in shapes within the classroom

NCTM: Geometry, Reasoning & Proof, Connections
Illinois : 7.C.2a, 9.C.2a
WIDA: Speaking: L5; Reading: L4; Writing: L4; Listening: L5

Angle Circles copies, cut out (2 colors)
1 paper plate angle circle
3 different sizes of scissors

Daily Practice Problem:
Use mystery boxes to make the biggest sum with the following digits:

8, 2, 4, 7 (82+74, 84+72)
7, 9, 6, 5 (96+75, 95+76)
2, 3, 4, 5 (52+43, 53+42)
5, 5, 8, 2 (85+52, 55+82)

Pass out angle circles. Let students explore them for about a minute.

Making angles together:
-- Make a white angle that has more turning than a green angle.
-- Make a white angle that has less turning than a green angle.

Turn to p. 43 in your book.
-- Make angles on p. 43 independently.

Whose angle is bigger?
-- Use paper plate and paper angle circles to show that size of rays doesn't matter when comparing angles.

Angles in shapes:
-- p. 45: count angles in shape
-- Find shapes in our room: How many angles do they have?
-- I'll give you 30 seconds to count as many angles as you can. (go)

Go over homework:
-- Read questions aloud
* Is anyone confused about counting angles in shapes?
* Any time it says "in your classroom," replace those words with "in your home."
* #5: Write down what you found your angles on/in.

Extra Time:
-- More practice with angle circles
-- Start on homework

Gearing Up:
- Can anyone make a 90° angle?
- Can anyone make an acute angle?
- Can anyone make an obtuse angle?
- Estimate the degrees of the angles you make with your angle circle.

Gearing Down:
- Draw rotation diagrams on the board: show with arrows how an angle rotates around
- Demonstrations of same angles with different sized rays: scissors, rulers, cut-outs

Classwork: Daily Practice Problem

Homework: p. 46-47 3-10
(stop at "Degrees")
* Take home angle circle.


Formative: Look at angles students create with angle circles. Are they showing an understanding of 'bigger' and 'smaller' angles? Are they showing an understanding of more/less rotation? Are they naming reasonable angles from within the classroom?
Grade homework (p. 46-47 3-10)

Practicing rotation in angles will set the stage for discussion and comprehension of the angle measurement of degrees. In this lesson, students will be comparing angles and will be able to apply their experience from this lesson when identifying and defining acute and obtuse angles.

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For questions or comments, please contact Rachel Leach