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Subject: Math (paired with Social Studied and Music) Grade: 6th

Name: Megan Jones

Topic: Angles, Similar and Congruent Triangles Days to teach: 6-8

Anticipatory Set

A. Objectives

1. After the given lessons, lectures, in class practice, and discussion

the student will be able to identify the sides and different angles ofa triangle by answering matching questions on a quiz (M2B06

identify and justify an angle as acute, obtuse, straight, or right) (A,

V) (S.S. and Music)

2. After the given lessons, lectures, in class practice, and discussion

the student will be able to classify similar and congruent triangles

and solve problems by answering multiple-choice questions on aquiz. (G1A06 identify similar and congruent shapes) (A, V) (S.S.

and Music)

B. Teaching Resources and Special Instruction

1. Teacher Resources and Technology

TextbookVideo: http://www.youtube.com/watch?v=o2Z6tDSb6c8

Video: http://www.youtube.com/watch?v=KjhP3vISXksPowerPoint

Worksheet/Practice Problems

2. Student Resources and Technology

Textbook

C. Motivation

1. Team, meet in large group and learn to walk like an Egyptian.(S.S. and Music)

2. Individual, watch videos and create a graphic organizer about

triangles and angles.

3. As a group watch second video and contribute to the class KWLchart about the different types of triangles; similar and congruent.

D. Background and Prerequisite

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1. What is an angle?

2. What is a triangle?3. What makes up a triangle?

4. What is a pyramid? (S.S. and Music)

5. Is a pyramid a triangle?6. Where do you find pyramids often? (S.S. and Music)

7. Does anyone know what geometry is?

E. Vocabulary Development

1. Angle the measurement, by degrees, inside of a triangle

2. Obtuse a triangle/angle that has a degree measuring greater than90 degrees.

3. Acute a triangle where all angles are less than 90 degrees.

4. Right a triangle that has exactly a 90 degree angle

5. Scalene having all sides of unequal length.

6. Sides the straight edges that create a shape.7. Triangle a three sided shape.

8. Isosceles a triangle with two equal sides.

9. Equilateral a triangle with all three sides that are equal.

10. Similar triangles with the same shape and corresponding anglesand sides.

11. Congruent triangles with the same shape, size, and angles.

12. Pyramid A solid figure with a polygon has a base that has apointed top.

13. Geometry the study of shapes and space.

F. Differentiation Instruction

1. Enrichment- Students will create power points on the different types oftriangles and where they are most frequently found, used, and applied in

real life situations.

2. Special Learning Accommodations- Students will study with a partnerusing triangle cut-outs to help them visualize and learn the different

requirements that make up each triangle.

II. Instructional Input

A. Identify the parts of a triangle (Obj. 1)1. Sides

2. Angles

i. acute

ii. isosceles

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iii. obtuse

iv. right

v. scalenevi. equilateral

MID: Model parts of triangle using smart board and PowerPoint. Model the different angles bycreating the different angles using your arms.

???What makes a triangle????How are these parts labeled?

???What makes a triangle different than other geometric shapes?

???What are the five different types of triangles?

???Can a triangle be more than one of the descriptions at the same time? i.e scalene and right?

B. Classify similar and congruent triangles (Obj. 2)

1. Similar

2. Congruent

MID: Model similar and congruent shapes using PowerPoint and example around the room.

???What is a similar shape?

???What is a congruent shape?

???Which one of these (provide examples) shapes is congruent to the other?

C. Apply the knowledge to solve problems (Obj. 1,2)

1. Using the graphic organizer, is there any information that needs to be movedor changed?

2. Identify the different angles, acute, obtuse, right?

3. Classify the different types of triangles, acute, obtuse, right, isosceles, scalene?4. What is the difference between similar and congruent shapes?

5.Which one of these shapes is similar?

6. Which one of these is congruent?

MID: work through practice problems together

???Model how to read word problems. Model how to follow directions of problems and toproperly answer all questions.

III. Student Accountability

A. Checking for understanding During instructional input constantly use a variety ofmethods to make sure that students are where they need to be, and scaffolding is taking

place.

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B. Guided practice

1. The student will take notes over what makes a triangle and the different angles.

(Obj. 1, 2) (A, V) (S.S. and Music)

2. Working with a partner the student will complete practice problems on a

worksheet while listening to appropriate music. (Obj. 1,2) (A, V) (S.S. and Music)

3. After a certain triangle or angle is described the students will use their cut out

triangles to show the correct angle or triangle described. (Obj. 1,2) (A, V, T/K)

(S.S.)

C. Independent practice

1. The students will be assigned 5-15 problems out of the textbook or on aworksheet to be turned in the following day for a grade. (Obj. 1,2) (A, V)

2. The students will become architects and build a structure (i.e. pyramid, bridge,

building, statue, etc.) using a variety of the triangles they learned about, and will

explain why they choose those triangles. (Obj. 1,2) (A, V, T/K) (S.S. and Music)

D. Transfer and Application

1. The students will complete a quiz with extra credit questions asking aboutknowledge of Egypt that was discussed in class. (Obj. 1,2) (A,V) (S.S. and Music)

IV. Closure

A. Review game, triangle and angle bingo working on teams and the blackboard (to

promote movement and cooperation). (Obj. 1,2) (A,V,T/K)

B. Team, discuss parents night were presentations (what they learned about triangles and

angles), projects (structures built), and performances will be displayed and presented.

(Obj. 1, 2) (S.S. and Music)

V. Self Evaluation

A. During the lesson an online journal of what works well and what does not will bewritten in regularly.