Lesson Makeover Assignment

Andrea Nance
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Select a lesson from the provided Teacher Edition Lesson Plans. Transform your chosen lesson thoroughly into one that effectively
integrates technology, engages students, and differentiates for all types of learners. The bolded percentages indicate the weight of how
that portion will be graded. Use this Assessment Rubric to help guide your lesson makeover.
Grade/Subject/Title of Lesson:
Middle School: 6th or 7th, Math/Geometry, Measuring Angles

Why does this lesson need a makeover? 10 points

This lesson is very dry. It only involves students working with pencil and paper to
discover angles. This textbook lesson just prompts students to measure a few
different angles and does not add meaning to those measurements. Although
this is an important hands-on aspect of learning how to measure angles, there is
more meaningful approaches to learning the same content.

Objectives 15 points
Clearly articulate exactly what
students will know and be able to
do because of participating in this
lesson. List the appropriate OAS
and ISTE standards associated
with the lesson as you plan to
teach it.

Assessment 15 points
List and explain the formative &
summative evidence they will
show you to demonstrate mastery
of the concept/knowledge/skill.
Use Rubistar (or any other tool) to
create your rubric and copy and
paste to the bottom of this
document.

http://rubistar.4teachers.org

Resources 10 points
List all resources you will need to
make this lesson happen.
(list specific websites, apps,
books, technology tools, etc.)

Instructional Plan 25 points

Describe in great detail what the
students and teachers will be
doing in the time frame for the
lesson. A substitute teacher should
have all the details they need to
pick up this instructional plan and
teach the lesson for you. Be sure
to describe how the students will
be using technology throughout
the lesson.

Students will analyze the different

characteristics of angles.
Students will operate a protractor.
Students will determine the
measurement of angles by using a
protractor.
Students will estimate the
measurement of an angle based
off its characteristics.

1.

2.
a.

b.

c.

Students that demonstrate

mastery of the concept will be able
to correctly manipulate and
analyze the measurements given
on a protractor. When given an
angle to find the measurement of,
students that are able to estimate
the angles measurement have
mastered the different types of
angles and their characteristics.
Students who demonstrate the
concept of measuring angles will
be able to measure any unknown
angle by using correcting using
manipulatives.

Geometry: Standard 2: Properities

of 2-Dimensionsal Figures - The
student will use the properties and
formulas of geometric figures to
solve problems.
Use geometric tools (for example, The rubric can be found on the
protractor, compass, straightedge) provided link and is also listed
below in this document.
to construct a variety of figures.
Line and Angle Relationships
Use the angle relationships formed
by parallel lines cut by a
transversal to solve problems.
Use the angle relationships formed
by two lines cut by a transversal to
determine if the two lines are
parallel and verify, using algebraic
and deductive proofs.
Use relationships between pairs of
angles (for example, adjacent,
complementary, vertical) to solve
problems.
Source:
http://ok.gov/sde/sites/ok.gov.sde/f
iles/C3mathPASS.pdf

Software: GeoGebra - Students

will be able to manipulate given
angles and create their own using
this software.
App: Move the Turtle - In this app,
students can work on their fluency
of finding angle measurements.
App: Math Tutor - Angles - In this
app, students can use this as a
reference tool later on in the year
to reflect back on the new
information learned.
App: Protractor 1st - Students may
use this electronic protractor to
measure angles with greater
accuracy.
YouTube: How to Read a
Protractor - Students will use this
video as an introduction for using
a protractor.
iPads: Students can use the iPads
for the apps listed above.
BlendSpace: The lesson can be
published on BlendSpace then
shared with the rest of the class so
that students may reference the
lesson whenever they feel is
necessary.

The students will go through the

BlendSpace lesson with the
teacher. The lesson will begin with
varying angles coming across the
board and students must estimate
their measurements based on
their prior knowledge of angle
measurements. Thus, the
characteristics of angles and their
properties will be evaluated. Once
vocabulary terms have been
established, then the students will
watch a video demonstration on
how to read a protractor. Once
finished with the video, the
students will find five different
angle measurements as a whole
group with the teacher. Once the
class is comfortable with
measuring angles and analyzing
their findings, then the students
will be able to work independently
on their own. Students will
complete the given problems on
GeoGebra that have been created
and sent to the students drive.
After finding the given angles, the
students each have their own
individualized set of angle
measurements that they must
create within GeoGebra. The
students are given 5 different
angle measurements that they
must create within GeoGebra.
Once students have created their
given angles, they should use the
Protractor 1st App to check their
work. Students should download
the Math Tutor - Angles App onto
their given iPad to act as a
reference tool for the rest of the

year.
Look back at the TIM model and explain where this lesson fits based on the level of technology integration and characteristics of the learning
environment. Explain how your makeover plan is a more innovative, differentiated lesson that integrates technology and thoroughly engages
your students? 25 points
I would label this lesson in the Constructive: Adaptation category of the TIM model. This is because students have the opportunity to choose and
manipulate technology tools to assist them in modeling their understanding. For example, students are able to use the software, GeoGebra, to
create different angles, thus manipulating the angle measurements. Also, students are able to use the app Protractor 1st that allows a more
accurate measurement and better understanding of the mathematical tool. I have taken a textbook, paper and pencil lesson and redesigned the
plan into an interactive experience for students. Although the first part of the lesson is a standard lecture, students have the opportunity to learn
the content during this time then they are allowed to manipulate this information in a way that is more meaningful to the students then follow-up
questions from the textbook. This makeover allows students to explore new content through a new mathematical software and create angles,
shapes, and new measurements that are unique to the students individual preferences and designs. Students are going to be more engaged with
this technologically savvy lesson plan rather than the textbook because students are working hands-on with the new material they are learning.
Having students manipulate their own angles really makes for quality learning time. Students will see firsthand the effects lines have on angle
relationships and measurements, especially when they are the manipulators of those lines and angles. I find that having an app, like Math TutorAngles, to act as a quick, neat, and technological resource will be beneficial to students for many years. Not only will students be working with
angles during their 6th and 7th grade years, they will need the basic understanding of angle measurements and related vocabulary terms up until
collegiate math courses. Having a resource on the tip of the students fingertips will make for more student research and self-assessment.

Math - Problem Solving : Measuring Angles Rubric

Teacher Name: Ms. Nance

Student Name: ________________________________________
CATEGORY

Mathematical Concepts

Explanation shows complete

understanding of the
mathematical concepts used to
solve the problem(s).

Explanation shows substantial

understanding of the
mathematical concepts used to
solve the problem(s).

Explanation shows some

understanding of the
mathematical concepts needed
to solve the problem(s).

Explanation shows very limited

understanding of the underlying
concepts needed to solve the
problem(s) OR is not written.

Diagrams and Sketches

Diagrams and/or sketches are

clear and greatly add to the
reader\'s understanding of the
procedure(s).

Diagrams and/or sketches are

clear and easy to understand.

Diagrams and/or sketches are

somewhat difficult to
understand.

Diagrams and/or sketches are

difficult to understand or are not
used.

Explanation

Explanation is detailed and

clear.

Explanation is clear.

Explanation is a little difficult to

understand, but includes critical
components.

Explanation is difficult to
understand and is missing
several components OR was not

included.
Mathematical Terminology and
Notation

Correct terminology and

notation are always used,
making it easy to understand
what was done.

Correct terminology and

notation are usually used,
making it fairly easy to
understand what was done.

Correct terminology and

notation are used, but it is
sometimes not easy to
understand what was done.

There is little use, or a lot of

inappropriate use, of
terminology and notation.

Strategy/Procedures

Typically, uses an efficient and

effective strategy to solve the
problem(s).

Typically, uses an effective

strategy to solve the problem(s).

Sometimes uses an effective

strategy to solve problems, but
does not do it consistently.

Rarely uses an effective strategy

to solve problems.

When completed, share this document with your instructor; be sure to give them the ability to edit the document.