BRANDEIS LESSON PLAN FORMAT Class: # Students: Subject: o!ic: *ate: Mrs.

Nichols 4th Grade class 18 students 10 boys and 8 girls Math Measuring "ngles #$e%ie& o' (.1) Monday+ "!ril ,+ -014

Understandings #.hat /big ideas0 do you &ant students to 1no&2understand and be able to do2ha%e the s1ill at the end o' this lesson3) 4ig 5dea: he tool used to 6easure and dra& angles is a !rotractor. 5 C"N use a !rotractor to 6easure and dra& angles u! to 180 degrees. Standards #.hat standards can you cite 'ro6 CCSS+ NGSS+ M" 7istory2Social Sciences 8ra6e&or1+ other3) 4.G.1 *ra& !oints+ lines+ line seg6ents+ rays+ angles #right+ acute+ obtuse)+ and !er!endicular and !arallel lines. 5denti'y these in t&o9di6ensional 'igures. 4.M*.: Measure angles in &hole9nu6ber degrees using a !rotractor. S1etch angles o' s!eci'ied 6easure. Objectives #.hat s1ills and conce!ts 6ust the students achie%e in this lesson3 hin1 /gradual release o' res!onsibility0.) 4y the end o' this lesson 80; o' students #14) &ill be able to: "ccurately 6easure an acute+ a (0 degree+ and an obtuse angle using a !rotractor. Measuring correctly and using the inner or outer scale. Assessment #.hat &ill you use to chec1 'or ho& &ell students achie%ed the objecti%es3 7o& &ill students de6onstrate achie%e6ent and understanding3 7o& &ill they 1no& that they ha%e achie%ed their goal3) Students &ill co6!lete an e<it tic1et at the end o' class. 5n'or6al assess6ents based on ho& they are using the !rotractor &hile 6easuring and dra&ing angles. Instructi na! A""r ac#$ #7o& &ill you introduce to!ic+ e<!lain26odel2guide s1ill de%elo!6ent+ !ro%ide acti%ities 'or !ractice2a!!lication+ and di''erentiate instruction3 .hat is your allotted ti6e 'or each ste! and your !lans 'or closure3 Se=uence this section &ith #s.) > 6in2 > 6in ."$M9?@ $e%ie& conce!ts and %ocabulary. o &hat degree3

A%ery student &ill ha%e an angle on a sheet o' !a!er on their des1. 1-:>09 1-:>> 5t &ill already be dra&n+ labeled and 6easured. .e &ill !lay stand u!2sit do&n. #5 &onBt necessarily get through all o' these =uestions+ but better to ha%e 6ore than 5 need.) 5nstructions: 5 a6 going to say a state6ent. 5' it is true 'or CD?$ angle stand u!. .hen 5 6a1e the sit do&n gesture you should sit do&n. 75S 5S " S5EAN G"MA. Stand u! i' you ha%e an acute angle. Stand u! i' you ha%e an obtuse angle. Stand u! i' you ha%e a right angle. Stand u! i' you ha%e a straight angle. Stand u! i' the FA$ AG o' your angle is /40 Stand u! i' the FA$ AG o' your angle is /A0 Stand u! i' the FA$ AG o' your angle is /70 Stand u! i' one na6e 'or your angle is H! Stand u! i' one na6e 'or your angle is H= Stand u! i' u! i' one na6e 'or your angle is Hr Stand u! i' your !art o' &hat 6a1es your angle is $"C "4 Stand u! i' !art o' &hat 6a1es your angle is $"C A8 Stand u! i' !art o' &hat 6a1es your angle is $"C G7 Stand u! i' your angle is MD$A than (0 degrees Stand u! i' your angle is EASS than (0 degrees Stand u! i' your angle is (0 degrees Stand u! i' your angle is 180 degrees Stand u! i' your angle is na6ed "4C Stand u! i' your angle is na6ed *A8

Stand u! i' your angle is na6ed G75 Stand u! i' your angle is na6ed 8A* Stand u! i' your angle is na6ed C4" Stand u! i' your angle is na6ed *A8 10 6in.2 1> 6in. 1-:>> 91:0> .hole Grou! Mini9Eesson A<!lain that a'ter loo1ing at so6e o' the ho6e&or1 and e<it tic1ets 'ro6 last &ee1+ 5 &ant to re%ie& 6easuring angles. $e%ie& &hich scale &e use to 6easure angles. Sho& a !roble6 'ro6 reteach e<ercises on the s6artboard. 8irst+ 5 line u! 6y baseline on one o' the rays o' the angle. Second+ 5 center 6y baseline on the %erte<. hird+ 5 decide i' 5 a6 going to use the inner scale or outer scale. 5' the ray on 6y baseline crosses the Iero on the outer scale+ 5 &ill use the outer scale. 5' the ray on 6y baseline crosses the Iero on the inner scale+ 5 &ill use the inner scale. 5n this !roble6+ 5 see that it crosses on the #inner2outer) scale. 5 &ill use the #inner2outer) scale. hen 5 &ill 6easure 'ro6 Iero. 5 can chec1 6y ans&er =uic1ly because 5 1no& that it is 6ore than (0 or less than (0 so the 6easure6ent 6a1es sense. Say+ this is 6y angle #GCJ) *oes GC cross the inner scale Iero #!oint) or the outer scale Iero3 urn and tal1 at your table. D1+ on your &hiteboard+ &rite your ans&er. urn and tal1 at your tables. .hat 6easure6ent do you thin1 this angle is3

D1+ &rite your ans&er on your &hiteboard. Go to ne<t !roble6. Say this is 6y angle #GCJ). *oes the GC cross the inner scale Iero or the outer scale Iero3 .rite your ans&er on your &hite board. .hat 6easure6ent do you ha%e3 .rite your ans&er on your &hiteboard.

> 6in.2 -0 6in. 1:0>91:10

A<!lain that based on the ho6e&or1 and e<it tic1ets 'ro6 last &ee1 5 ha%e !re!ared di''erent &or1 'or di''erent !eo!le and that 5 a6 going to 6eet &ith s6all grou!s. Aach !erson is res!onsible 'or doing the &or1 they are assigned in their 'older. 5t is indi%idual &or1. "nd just li1e during the *aily >+ &hen 5 a6 6eeting &ith a s6all grou!+ !lease do not disturb 6e. 4e a !roble6 sol%er. 5' you are ha%ing !roble6s &ith so6ething+ o!en your te<tboo1. !.8>9(, are lessons (.1 and (.7and out *i''erentiated .or1. A<!lain that to! sheet has the things they should be &or1ing on. @lease do their &or1 on a se!arate sheet o' !a!er and 1ee! in the 'older.

10 6in.2 K0 6in. 1:1091:-0

Meet &ith LC+ S+ "SD+ M"F and LC #they need the 6ost re%ie& o' 6easuring &ith a !rotractor). $e%ie& lining u! the !rotractor on the baseline. Centering %erte< on baseline. *eciding inner or outer scale. $eading scale. *o so6e reteach !roble6s &ith the6+ assist as necessary. Send the6 o'' to do !ractice &or1.

10 6in.2 40 6in. 1:-091:K0

Meet &ith+ L8 + 7M+ MCF+ MG+ "S"+ M$ $e%ie& 6easuring an angle. "lso+ ha%e the6 !ractice dra&ing so6e angles &ith

6e. 10 6in2 >0 6in. 1:K091:40

Meet &ith DM+ CD+ S"+ SC+ **+ MA+ "M $e%ie& so6e o' their &or1. @ractice dra&ing so6e angles. "s1 the6 to dra& so6e triangles and 6easure the interior angles. .hat do they notice about the angles in triangles3

1:4>91:>0

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5CMA

*i''erentiated A<it ic1et S" nge #to soa1 u! e<tra ti6e+ !ro%ided to all students+ an acti%ity to a!!ly or e<tend s1ills2conce!ts 'ro6 the lesson+ !re'erably di''erentiated.) Students &ho 'inish "EE the &or1 in their !ac1et can =uietly ta1e a challenge !roble6 'ro6 6y bo< or Mrs. NicholsB bo<. Sho& all &or1 on a se!arate sheet o' !a!er and include in your 'older. 5' the &hole class 'inishes+ &e can !lay so6e 6ore stand9u!2sit do&n. .e can al&ays change angles and !lay a second ti6e. Materia!s needed$ #Lust a list here is 'ine.) .or1boo1s @rotractors #students ha%e at des1) 5 Can State6ent to *is!lay Re%!ecti n$ #7o& did it go3 .hat did the students do to sho& that they learned3 .hat &ould you shi't 'or ne<t ti6e3 .hat &ill you do ne<t &ith your instruction 'or this s1ill2conce!t3 o co6!lete a'ter teaching &2 or &2out C or 85.)