LESSON PLAN: Type of AnglesAlessia Zampino

SUBJECT: Mathematics DATE: November 19th, 2015

CLASS: 3A and 3B- Cycle 2 SCHOOL: General Vanier Elementary

By the end of this lesson the students will be able to:

Recognize the characteristics of each type of angle (acute, obtuse, right, and straight). Compare and identify the different types of angles (acute, obtuse, right, and straight). Identify the different angles in their names.

GROUP SIZE/LOCATION

This lesson is geared toward a group of 16-17 students. However, it can work with a smaller or larger group as well. During this lesson, students will be working at their seats. However, there will be instances when students will be able to discuss and work with their classmates sitting nearby. For example, during the introduction of the lesson, while students are observing the angles, they will be able to work in groups of two or three, with students seated next to them. During the lesson, after teaching students about the different types of angles, I will get students up and put into practice what they have learned, using body movement. They will do this behind their chairs, again at their respective seats. Lastly, when students have completed their activity at the end of the lesson, they will be able to share and discuss with their neighbours.

MATERIALS

For the teacher: Smart Board Introduction activity stencil (handout #1 in appendix) Cut-out angles for introduction activity (handout #2 in appendix) PowerPoint presentation on types of angles Name Cards Name tags activity sheet (handout #3 in appendix)

For students: Pencils Eraser Colors

SUBJECT SPECIFIC COMPETENCIES: MATHEMATICS

Competency 2: To reason using mathematical concepts and processStudents will use the mathematical concepts taught during the lesson to help them compare and identify the different types of angles.

Competency 3: To communicate by using mathematical languageStudents will be expected to communicate using mathematical language. They will need to use the new vocabulary that they have learned such as: obtuse angle, acute angle, right angle, and straight angle, to describe the different angles they see. Moreover, when they have completed the given task, and are ready to share and discuss with their partners, they will be expected to use these new mathematical terms.

CROSS-CURRICULAR COMPETENCIES

Competency 4: To use creativityStudents will be using their creativity while they are working on the activity at the end of the lesson. As they are finding all the angles in their names, they will need to carefully observe the letters and turn their name cards around to analyze the letters in different ways. Therefore, they will be using various strategies to determine how many, and which type of angles are found in their names.

Competency 5: To adopt effective work methodsStudents will be adopting effective work methods as they complete the task at the end of the lesson. They will be analyzing their names and thinking about the different characteristics that make up each type of angle. Moreover, they will be using available resources to help them such as the poster on the wall, the handout they are given, as well as their classmates sitting nearby.

Competency 8: To cooperate with othersStudents will be acting cooperatively throughout this lesson. During the introduction activity, students will be working with their neighbours, and will be cooperating together by making observations. Students will need to respect each other’s ideas along the way. Moreover, at the end of the lesson, when students have completed their task, they will be sharing what they have found with their classmates nearby.

Competency 9: To communicate appropriatelyStudents will be communicating throughout this lesson, both during the lesson, and while working on the activity at the end. Therefore, they will be expected to speak clearly and respect the codes and conventions of language and communication.

PROFESSIONAL COMPETENCIES

1) To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.

2) To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching.

3) To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study.

4) To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.

5) To evaluate student progress in learning the subject content and mastering the related competencies

6) To plan, organize and supervise a class in such a way as the promote students’ learning and social development.

7) To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps.

8) To integrate information and communication technologies in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes.

10) To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.

11) To engage in professional development individually and with others.

12) To demonstrate ethical and responsible professional behavior in the performance of his/her duties.

LESSON

10-15 minutes

~ 30 minutes

Introduction:

To begin this lesson, students will be making observations on the different types of angles. They will therefore, develop their own understanding of the material before I teach it to them.

When students walk into class, they will find on their desks a handout (handout #1 in appendix). On this sheet, students will see four boxes, each box containing a type of angle that we will be looking at (acute, obtuse, right, and straight). There will be the angle’s name, along with an image of what it looks like. Students will also receive a Ziploc bag with various cut outs of the different angles (handout #2 in appendix).

In pairs (with the person sitting next to them), students will be observing the different angles, using the images on the handout. They will then try their best to classify the angle cut outs into the appropriate boxes.

For example, after observing the image of the acute angle on the handout, students should realise that acute angles are the smallest angles.

Therefore, they would place in this box, all of the small angles.

Most students will have never heard of such terms before, nor will they know what an angle is. Hence, the goal of this activity is not for students to get the right answers. I simply want students to pay attention to the characteristics of each type of angle and be able to compare them.

As students are making their observations, I will walk around and have them explain what they are thinking. After giving them a few minutes to complete this, I will have up on the Smart Board the 4 different angles, and students will share any patterns they noticed. I will take a few ideas and mark them on the Smart Board.

Development:

I will now be ready to start my lesson on angles. On the Smart Board, I will have the Power Point presentation that I created (attached) to make the lesson more interesting and engaging for the students. I will go over the following concepts related to angles.

What Is An Angle?

I will begin by stating that an angle is when two lines meet and form a point. I will show students an example on the Smart Board. I will then explain to students that angles are all around us. I will show students some examples on the Smart Board again, of different items that have

angles, such as: windows, clocks, tables, and books.

What Do Angles Measure?

I will explain that angles measure the amount of space between the 2 lines. Therefore, angles look at how much the line rotated.

Can someone tell me what the word, rotated means? Right. Rotated means turned. We therefore, are looking at how much the line turned or

rotated in order to look like that. Again, I will show an example on the Smart Board. I will also state that we call this “Degrees.” We see how many degrees it rotated. But wait! Aren’t degrees used to measure how hot or cold something is? For example, the

temperature outside? - It’s 30 degrees today! Yes. However, degrees can also tell us how much something turned.

There is a symbol we can use, instead of writing the word degrees all the time. It looks like this: °

As you can see it is a little circle, in which you always place after the number, and up on top. For example: 24°.

Types of Angles

I will then go over the four types of angles that students are expected to know. I will tell students: Angles come in different sizes just as we observed in the activity before (introductory

activity). We will now look at the different types of angles.

I will say:

1) Right Angle I will start by showing students an image of what a right angle looks like. I will explain the characteristics of a right angle:

- Looks like a perfect L (it can be an L that is upside down, backwards, or on sideways as well).

- There is one vertical line and one horizontal line that come together and meet to form the point.

- Another important fact to remember about right angles is that they are 90°.

I will then explain what this means. I will tell students that a right angle is an angle that was rotated 90°. I will then show students on the Smart Board an angle that begins at 0° and gradually rotates all the way to 90° (1°, moves to 3°, then to 20°, all the way to 45°, 60° and finally, ends up at 90°).

Also, I will mention to students that right angles usually have a little box on the corner where the two lines meet. This little box indicates to us that it is 90° and hence, a right angle.

We can also use the corner of a piece of paper or a workbook to check if we have a right

angle. I will show students what I mean by this, by holding up a paper on a right angle that I will have up on the Smart Board.

I will then show students right angles in different positions, so they will be able to better identify them, no matter how the right angle is placed.

2) Acute Angle The next type of angle we have is an acute angle. During the activity you did before, you noticed that some angles were smaller than others.

Those types of angles are called acute angles. I will have up an image of an acute angle on the Smart Board. What’s important to remember is that acute angles are smaller than right angles, which

means they are smaller than 90°. This does not mean that the picture is smaller. What it means is that the lines in an acute

angle are therefore, closer together than a right angle. There is less space between the two lines, which means that this type of angle rotates less than the right angle.

You can check if an angle is acute by drawing in a horizontal line to meet the vertical line (creating a right angle). If you see that the angle is smaller then you know you have an acute angle (I will show students an example of this as seen on the Power Point).

I will then show students various acute angles, since they can range from 1-89°. Moreover, students often get confused when they see an angle that is upside down, backwards, or sideways. It throws them off and they are then unable to identify which type of angle it is. Therefore, showing an acute angle in different positions, will help students better recognize this type of angle in a variety of ways.

3) Obtuse Angle The third type of angle is called an obtuse angle. During the activity before, you also noticed that some angles were bigger than others. Those

angles are called obtuse angles. I will show students an image on the Smart Board. What’s important to remember about these types of angles is that they are bigger than right

angles, which means that they are bigger than 90°. This does not mean that the picture is bigger. What it means is that the lines in an obtuse

angle are further away from each other. There is more space between the two lines, which means that this type of angle rotates more than the right angle.

You can also check if an angle is obtuse by drawing in a horizontal line to meet the vertical line (creating a right angle). If you see that the angle is bigger, then you know you have an obtuse angle (I will show students an example).

Lastly, I will show students various obtuse angles, since they can range from 91-179°. Like for the acute angles, I will show an obtuse angle in different positions, to help students better recognize this type of angle in a variety of ways.

4) Straight Angle Our last type of angle is the straight angle. I will show students an image on the Smart Board. A straight angle looks like a straight line- that’s why it is called a straight angle. It is when two lines meet, but are pointing in opposite directions. I will show students an example of 2 lines on top of each other and then one line rotating

around until it reaches the opposite end.

I will then go over a trick students can use to help them remember and differentiate between

~ 15 -20minutes

the different angles, seeing as students often confuse acute and obtuse angles.

Right Angles:Right angles are just right, as they make a perfect L shape.

Acute Angles:What word do we hear in “acute?” That’s right, there is the word “cute.” So when you think of an acute angle think of ACute angle. Since this types of angle is smaller than a right angle you can remember it this way: “aw, the small angles are so cute!” Students will be able to recall that acute angles are smaller than a right angle, and therefore, less than 90°.

Obtuse Angles:I will say the word “obtuse” in a deep voice, to emphasize that this means BIG. This will help students associate the word obtuse with big, to help them remember than obtuse angles are bigger than a right angle, and therefore, bigger than 90°.

Straight Angles:For straight angles I will tell students that as we saw before, the name of the angle gives us the answer. It is the angle that looks like a straight line.

I will then get students up, and have them stand behind their seats. I will tell them that I will be naming a type angle, and they will need to represent the angle using their arms.

Smart Board Game

Before getting students to practice the type of angles on their own, we will play a short interactive game on the Smart Board. This game will help them for the activity that they will be working on. On the Smart Board there will be a button, in which students will come up to click. When it is clicked, a shape appears on the screen. Students will need to find the different angles in that shape.

I will explain to students that even shapes have angles. When we are trying to find the angle in a shape, the first thing we must do is find all the points where the 2 lines meet. We can circle them to help us. Then, we look at the position of those 2 lines that come together.

I will first do an example with them. I will then have a few students come up to try.

Task:

Students will now be ready to work on an activity that will get them to practice identifying the different types of angles. I have prepared name cards with each of the students’ names on them. All the letters in their names have been written in capital letters, for the purpose of this activity. Students will be asked to carefully analyze each letter, as they will be finding all the angles in their names.

They will also receive a handout (handout #3), in which students will have to mark down the number of acute, obtuse, right, and/or straight angles they have in their name.

I will explain to students the following: They must look at each letter and find the different angles in each letter. They can first find

all the points where lines meet, which will help them identify the angles. They must then color the lines of the angle and identify which type of angle it is. They will

mark it down on handout #3, and at the end, they will write the total number of angles in their name.

I will show students an example that I did using my name, which I will have up on the Smart Board. I will do the first letter with the students, and then show them the other letters.

Once students have finished, they will be able to share with their neighbours. They can compare the types of angles in their names, and can also verify each other’s name cards to ensure all the angles were found.

If time permits, and depending how quickly students work, we can have students share their name cards with the rest of the class.

Differentiation:

In both my grade three groups, there are many students who require constant guidance and support from the teacher. These students are not independent workers, and are often off task or not concentrating on the task at hand. Therefore, when I create lessons, I really need to take into consideration these types of students. I have definitely realised the importance of differentiating and creating lessons that will attend the needs of all of the students in my class. In both groups, there are various types of learners. I have kinesthetic learners, who are my students that cannot stay seated, and often complete their work standing up at their desk. I have my visual learners, particularly those students who get off track if there is nothing interesting and engaging for them to pay attention to. I also have my auditory learners, who remember everything that is said orally. Therefore, for this lesson, I tried to give students different opportunities to learn the material taught, in ways that would best suit each student. For example, I made the writing large on my Power Point. I included animations and colors to make it more visual and engaging for the students. I also created a poster about angles in which students can refer to at any time during the year. The poster shows the four different types of angles that we have looked at, with the name and the picture. I’ve realised that students really make use of the available resources around them. They use the posters around the classroom and refer to them when need be. Therefore, I feel that putting this up would be helpful for some students.

Moreover, for the activity where students will need to find the angles in their names, I have adapted some of the name cards, by circling each point (vertex) in their name for them. This will help those particular students who need extra guidance, in order to achieve and complete the task. It is a starting point for them, were they can find the angles more easily. In addition, I will be walking around, working with and helping those students who need the extra help.

Follow-up:

As a follow-up activity I would have students, for homework, find at least five things around their home that have angles. Students would be asked to take note of these various objects, and mark down the types of angles that the object has. The following class, we would have students share their ideas. This would be a great way to get students to realise, that almost everything around them has angles. This will make the lesson more meaningful to students.

Competency 11:

Being at the end of my field experience, I can definitely say I have learned a lot about not only what it is to be a teacher, but also about myself as a teacher. I feel have grown in so many ways, especially in my confidence when I am at the front of the class. I have created wonderful relationships with the students, which has definitely played a positive role in this wonderful experience. Although I have learned a lot, I feel that every time I am teaching, I learn something new. This has truly made me understand what it means when people say that as teachers you never stop learning and growing. Forthis particular lesson, I want to ensure that I keep practicing my behaviour management. The group I

will be doing this lesson with when I am being evaluated is what I would call my louder group. They are very talkative and they get distracted very easily, especially during transitions. However, this is not the case every class.

This particular lesson requires a lot of discussion with classmates sitting nearby, such as during the introduction activity or when working on the final task. Also, I have students get up at the end of the lesson to practice the angles using body movement. I know these students will enjoy this, however, I hope that they are able to stay focused and don’t get too loud and disruptive. I don’t mind when the volume in a classroom is loud. As long as it’s productive noise and I know students are working well, then that’s what’s important for me. My goal for this lesson is therefore, to ensure that students remain on task. If I notice that students are not doing what is asked during partner work, or that the noise level increases in a negative way, I will keep doing what I have been doing, which is stopping the activity and giving them a few seconds to cool off and gain back their concentration.

Handout #1Introduction Activity Stencil

Handout #2Introduction Activity Cut-outs

Handout #3Name Activity Stencil

INSTRUCTIONAL RESOURCE APPENDIX