lessonplanafinal

EDEL 200- Fall 2003

Lesson Plan: Final Draft

Name: Autumn Stewart
Group: B2
EDEL Section: 8

Practicum Teacher: Mrs. Walker
Grade Level: 5th

Lesson Objective: Students will compare and contrast the seven different triangles.

Indiana Standard 4: Math: Geometry
- Students identify, describe, and classify the properties of plane and solid
geometric shapes and the relationships between them.

Indiana Standard Indicator: 5.4.2 Identify, describe, draw and classify triangles as
equilateral, isosceles, scalene, right, acute, obtuse, equiangular.

Contents:
1. What defines a triangle
2. The difference between different types of triangles
3. How to relate triangles to every day life

Materials/ Media:
- Book Title: Exploring Triangles: Paper Folding Geometry by ??
- Flash Cards
- Poster
- Paper
- Pencils
- Rulers
Pictures of real life triangles??

I. Motivation: Check formatting.
A. Introduction. My topic involves the teaching about triangles through
geometry. Triangles are the basic foundation to begin understanding geometry, and
therefore it is important that students are able to understand the concept of triangles. To
focus student attention on me and make them interested in the lesson, I will begin by
showing students pictures of real life triangles, such as pyramids or the roof top of a
house. I will ask them what shape each of these objects resemble. By opening up
with pictures of things students can relate to every day life, it will encourage student
involvement for answering these questions. To get students actively involved, I will go
around the group and ask them what kinds of real life things they can think of that
resemble a triangle. I will proceed to tell the students that we will be learning about the
different types of triangles. By the end of the lesson, students will be able to distinguish
and demonstrate all six of the triangles.
B. Goal For Learner: <<Bold-face subtitle label. My goal for you at the end of the
lesson is for you to be able to understand what makes a triangle a triangle, as well as to be
able to tell me the difference between the different types of triangles.

Write your procedures in a step-by-step manner that will clearly tell YOU, as well
as others, what and how to teach students.

II. Procedure: As stated in LPA-D1: Needs more details. What instructional
strategies will you use? How do you tell the difference between the different
triangles? How will you use your poster? AND: What are you saying to the
students? What are you doing with the students? How are students actively
involved in this lesson?

A. New Information- I will be teaching students how to distinguish between the
six different types of triangles by looking at their angles. Each triangle can have one, or
even two angles the exact same, but never three. Just one angle can make the difference
between any type of triangle. To tell the difference between the triangles, all one needs to
do is look at one or two angles of the triangle. Measuring of the angle does not need to be
done. This is when I will display my poster showing each different triangle, as well as a
definition to go along with it. What are the different triangles? What are the
definitions for each triangle? I will tell students that a triangle is a polygon made up
of three sides, no more and no less. The measure of all three angles of a triangle must add
up to 180 degrees. I will also explain to them that there is no difference between an
equilateral and an equiangular triangle.
CHECKING FOR UNDERSTANDING??? Questions are fine—needs component
label.

1. Can an acute triangle and an obtuse triangle have all three angles with the same
measurement? ? Check question grammar.
2. Can a triangle have more than three sides?

B. Modeling- Check sentence grammar. This section contains many more
details!! Written very clearly.
1. Draw on the chalkboard, by hand as the students watch, each of the six
types of triangles.
2. As I draw, I will explain why the triangle I am drawing is an obtuse,
acute, right, etc., triangle. What will you say?
3. To make it easier for the students, I will tell them that an acute angle is
smaller then the edge of the paper, while an obtuse triangle is larger then the edge of the
paper. This way, no measuring will be needed in order for them to tell. They can tell just
by looking at the triangle.
4. I will once again display my poster, this time asking each of the
students to take turns reading the definition to me. This way, I am involving the students
and making them more interested then just listening to me talk.
5. I will explain the difference between acute and obtuse angles. ( Acute
triangles form an angle less than 90 degrees while an obtuse triangle forms an angle greater
than 90 degrees.)
6. Explain to students that a right triangle forms a 90 degree angle. I will
show them that the edge of the poster come together to form a 90 degree angle.
7. A scalene triangle is a triangle who has two sides exactly the same while
an isosceles triangle has all three sides different lengths.
8. Lastly I will explain to them that an equilateral triangle is a triangle
where all three angles measure the exact same. I will then tell them that there is no
difference between an equilateral and an equiangular triangle. I will demonstrate this by
drawing a triangle with all three sides the exact same length, making this an equilateral
triangle. I will then draw another triangle with all three angles the same, making this an
equiangular triangle. I will then show students that the triangle with all three sides the
same also have all three angles the same measurement, as well as the triangle with all three
angle measurements the same also having all three sides the same length.
9. After all triangles have been defined, I will ask students if they have any
questions over what has been covered so far.
CHECKING FOR UNDERSTANDING??
1. What is the angle measurement of a right angle?
2. Is there a difference between equilateral and equiangular triangles?

C. Guided Practice-
1. I will bring out the bag of straws I have cut into different sizes. I will
ask the students if they have any idea what we might be doing with the straws. Why
have a guessing game about straws? What about you telling students how to use
the straws properly?
2. I will pass out straws to each of the students
3. I will then explain to students that with the straws, we are going to
make the different types of triangles. I will say the name of a triangle, then we will all
form the straws into the shape of that triangle. Will you talk about the attributes of
the triangles as you build them? This would reinforce the information you want
students to learn. I will be doing it along with students, and tell them that after they are
done forming their straws into the certain triangle, to look at mine. If it matches, then they
have done it right. This is not a quiz. You would help students build each type of
triangle, step-by-step. This way students will be happy I am involving myself with
their activity, instead of just telling them what to do.
4. After the first time, if their straws did not match up with mine, I will
ask them if they have any questions. I will then guide them by explaining to them why
my triangle is correct, and have them try again.
5. After we have formed all of the triangles, I will tell the students to form
which ever triangle they want, and then explain to me why they chose that specific
triangle. This way, students will feel as though they have a moment to do what they
choose to do, instead of me telling them what to do.
CHECKING FOR UNDERSTANDING?? Needs 3 or more questions.

D. Practice/ Application- For students to be able to practice what has been
learned, I will ask them to each get a partner. I will then pass out a set of flashcards to
each group. Will you show the flashcards to the students and explain how to use
them before handing them out? I will tell them that while one student holds the
flashcard, the other has to guess what kind of triangle is on the flashcard based on the
description or the drawing. I will observe students as they do this to make sure that what
I have taught them is being understood. After they have gone through the set, I will tell
them to switch.
For the application part of the lesson, I expect students to correctly draw each
one of the triangles on a sheet of paper. First, you need to have students gather the
materials they will need to complete the assignment. Then you will tell students
to complete the assignment individually. However, this will be done individually
instead of in groups. >>Check grammar. >>The directions I give the students will
include telling that I want a drawing of each triangle, as well as the definition and the name
(label) of the triangle to go along with it. Do you want the triangles numbered so you
can easily see whether all triangles have been completed? Will there be a specific
organization to the assignment? Will you show them the first triangle so students
will understand the criteria and format of the assignment? When they are done, I
will ask them to turn their paper over so that I know they have finished. I will then walk
over to their table and look over their drawings. If any of the triangles or definitions are
missing, I will go over again with them the different triangles and have them try again.
By having students draw these triangles on their own with hardly any help from
me, it will enable me to evaluate how much the students have learned up to this point.

E. Closure- Check grammar and sentence structure.>> To actively involve
students during the review, I will ask them to each raise their hand if they think they are
able to name off each of the six triangles without looking at anything. I will then call on
each of them that thinks they know, giving them a chance to show everyone that they
have learned what I have taught them. Also, instead of only me standing in front of the
students and reviewing each triangle and what makes it that type, I will ask the students
to give me the definition if they think they know. We will then go down the board, with
me pointing to each of the triangles, and as a group we will name them one by one. I will
then hold up the real life pictures that I held up at the beginning of the lesson, only this
time ask them what TYPE of triangle it is. After this, I will ask the students if they can
think of any real life situations in which they can picture a triangle. I will give examples
such as a sailboat, or a half of a PB&J sandwich.
students if they can think of any real life situations in which they can picture a triangle.

III. Evaluation of Student Learning: The following details should be in
Practice/Application to clearly explain your expectations.
This section should be a general statement of the assessment assignment. A quiz
will be passed out to the students to evaluate their learning. On the quiz, there will be
either pictures of a triangle or the definition of a triangle. If there is a picture, next to it the
students will write the definition. If there is a definition, next to it the students will draw
the triangle being defined. I will also have questions on the paper.
-What defines a triangle?
-What must the measure of all angles of a triangle add up to?
-Name an object in real life that takes the form of a triangle, different from those that were
mentioned in class.
Your lesson objective says students will compare and contrast triangles. Your
assessment only has students identify the different triangles. What should be
added to the assignment to provide comparing opportunities?

Rubric:
-Able to accurately draw each of the triangles defined
- Able to define each of the triangles shown
-Able to correctly answer the three remaining questions at the end of the quiz
- Each question is worth one point

Grading Scale:
A= 9-10 correct answers
B= 8 correct answers
C= 7 correct answers
D= 6 correct answers
F= 0-5 correct answers

IV. Extension:
A.
As an extension incase I had extra time, I could extend this lesson into the
measurement of angles. Students would draw an angle, and then use a protractor to
measure the degree of the angle. Also, if I were to tell the students to draw an angle with
an angle measurement of 60 degrees, they would be able to do this using their protractor.

B.
If I were to continue this lesson more, I would teach students to add and subtract
the degree of angle to make it a different type of triangle. They would be able to do this
without having to look at the actual triangle. For example, students should now know that
the measurement of all angles of a triangle adds up to 180 degrees. They should also know
that a right triangle has an angle equal to 90 degrees, an acute triangle has an angle below
90 degrees, and an obtuse triangle has at least one angle greater than 90 degrees. If there
was a triangle measure 97 degrees, it would be an obtuse triangle because it is higher than
90 degrees. If we subtracted 8, the remaining number would be 89 degrees. The angle
would now be an acute triangle because the measurement is less than 90 degrees. By the
end of this lesson, students will be able to identify whether a triangle is acute, right, or
obtuse without having to look at the actual triangle.