Miaa360 Lesson Study 4-7

MIAA360: Lesson Study
Team Members: _ Debbie Hernandez, John Green, and Lori Slatkin

Teaching Dates:
May 4, 2015______
Concept for this lesson: Use a circular protractor to understand a 1-degree angle as 1/360 of a turn and explore benchmark angles
using a protractor.
Grade Span__4-7__
This lesson is part of a geometry unit from the Engage New York Curriculum for 4th graders. Previous lessons were about lines and
angles. Specifically, students learned how to identify right, acute, and obtuse angles using a right angle template which is a circle
folded twice. This lesson is the first of several that build understanding of measuring and drawing angles. Weve adapted it to make it
more exploratory than was originally intended.
Green = comments
Red = changes (most of which I actually had a chance to do with the 2nd class that I teach)
Coincidently, this lesson came shortly after we had done a lot of work with comparing fractions and equivalent fractions. Relating the
angles to fractions was very helpful.
Stage of Lesson
Review and
Engage
Time:
10 minutes
(20 min.)
Materials:
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Bridge to previous lessons:

Review: Physiometry (Kinesthetic memory)
Stand up.
Show me a point.
Show me a line.
Show me a ray.
Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd
Students stand behind chairs.

Clench one hand in a fist.
Extend arms straight so they are parallel
Standard
CCCSSM,
MPS, NGSS,
21st Century
CCSSM
4.MD.5
Recognize
angles as
geometric
shapes that are
formed
whenever two
1
Right angle templates

from previous lesson.
Show me a line segment.

Show me a right angle.
Show me an obtuse angle.
Show me an acute angle,
Evaluate
Consider Decision
Points Assessments
If students seem confident, continue with lesson. If

hesitate or seem confused, slow down and discuss
terms and why Joes arms are correct. Then
continue with more practice.
with the floor. Open both hands.

with the floor. Open one hand, clench the
other in a fist.
with the floor. Both hands clenched in fists.
Make a right angle. (Various responses are
correct.)
Make an obtuse angle with arms. (Various
responses are correct.)
Make an acute angle with arms. (Various
responses are correct.)
Once I showed a clenched fist for a point and a

pointed finger to show a continuing line, the kids took
off with this. I added after each direction: Show me
another ________ and another _________ and
another.
Engage:
Take out your right angle templates.
If you need to, make another template.
[Have extras ready for groups where

students have lost them.]
Make another one.
I dont remember how.
Who can do a demonstration for us?
Fold it in half and then in half again.
How many templates fit together to make a circle?
Experiment with putting them together in a

circle.
Should agree that 4 right angles make a
circle.

rays share a
common
endpoint, and
understand
concepts of
angle
measurement:
a. An angle is
measured with
reference to a
circle with its
center at the
common
endpoint of the
rays, by
considering the
fraction of the
circular arc
between the
points where the
two rays
intersect the
circle. An angle
that turns
through 1/360
of a circle is
called a onedegree angle,
and can be used
to measure
angles.
4.G.2
Recognize right
triangles as a
2
What fraction of the circle is each template?
(Hopefully!)
What fraction is two templates?
2/4 or
What fraction is three templates?
What fraction is four templates?
4/4 or 1
Each right angle is how many degrees?
90
What does the term degree mean? Discuss at your

table.
How far the turn is. (Didnt come up)

When you graduate.
Share out.
Stage of Lesson
Explore:
Time:
30 minutes
(50 min.)
Materials:
Coffee filters.
Two paper circles for
each student: one red
and one white.
What does a degree mean in math?
To move. (Stood and turned.)

(Really did not know.)
How can you show on paper what a degree is?
Draw an arc of some kind.

(Students didnt know.)
Teacher Does
Student Does
Student Activities
category, and
identify right
triangles.
MPS
5. Use
appropriate
tools
strategically.
6. Attend to
precision.
21st Century
Skills
Critical Thinking
and Problem
Solving
Collaboration
Communication
Standard
CCCSSM,
MPS, NGSS,
21st Century
Today were going to learn what a degree is and

start to learn how to use a protractor.
Pass out flattened coffee filters.
How can we find the center of the circle?
Students play with the coffee filters.

Fold it into fourths.
How can we find the center without folding it?

2nd time, went right to using the white circle. And
jumped to the comments in red.
Students work with others at their table to

see what they can come up with.

Circular protractors
and rulers
Pass out red and white circles.

You need to find the center of both of your circles.
Make a small x there. Any marks you make should
be light enough to erase later.
Students help each other find the center.
You may use whatever you need in the room to

help you find the center: scrap paper, rulers,
scissors, whatever is helpful. But dont mangle the
white circle.
Students came up with many solutions.
Give students some time to try a few things. If not

getting anywhere, suggest that they might find a ruler
helpful.
If no one comes up with the idea. Show them how to
draw two intersecting diameters to find the center.
(Explain)
Have students come up and share/demonstrate

solutions.
Traced circle onto scrap paper, cut it out,

folded it into fourths and used that to mark
the center.
Measured with a ruler to find the center.
Lightly folded to find the middle.
(Went much better with the additional
directions.)
Evaluate
Consider Decision
Points Assessments
As students are working, walk around and observe

what they are doing. Ask questions to help individuals
that were stuck. Take note of those that are coming up
with their own solution and those that are needing
help from others.
Now were going to draw a radius. Its a line that
goes from the center to the edge of the circle.

Students will help each other draw the

radii.
Demonstrate on the ELMO, then circulate and help

where needed.
Cut each circles radius.
Cut radii. [Have extra circles ready for

students that mess up.]
Now slide the red circles slit into the white circles
slit. Demonstrate.
Help each other slide them together.
What do you see as you turn this segment to the

left?
The white part is getting larger. The red

part is getting smaller.
Do you see an angle?
Yes.
Lets agree that the white region is the interior of

the angle were focusing on.
(Explain)
With your table group, experiment and figure out

how you can show the rest of the class what a 0/4
turn, a turn, a 2/4 turn, a turn, and 4/4 turn
would look like.
Students experiment and discuss together

what it should look like for each fraction.
Roll a die and call on tables to show each of the

fractions.
Groups stand, show on their protractors,

and explain what each fraction looks like.
How many turns did it take?
4
5
Discussed and finally agreed to 4.
Evaluate
Consider Decision
Points Assessments
Observe groups working together on the fourths and

during their presentations. Check to see if easily
understanding the turn.
Show me a 1/8 turn.
Discuss with your table and come up with an

Lots of discussion at their tables. Had
agreement with how many 1/8-turns it would take to

complete the circle.
difficulty showing an eighth.
(This seemed to stump them, so I guided them through

it with the following:)
Show me a fourth-turn.
Now, how would you show an eighth? Tell me how
you estimated an eighth.
Half of a fourth.
Referred to fraction pieces on the board to clarify for

those that were stuck that 2/8s equal . Then had to
relate it back to the angle-maker.
Show me a two eighth-turn.
Show 2/8s.
How many eighths make a fourth?
Show me a three eighth turn.
Show 3/8s.
Show me a four eighth turn.
Show 4/8s.
Four eighths are the same as what?
2/4s
Why are some people saying 2/4s and some people

are saying ?
Theyre the same.

Theyre equivalent.
Show me a 5 eighth turn.
Show 5/8s.

6 eighths are the same as what?
Show 6/8s.
s
Show 7/8s.
Show me an 8 eighth turn.
Show 8/8s.
And that is a __________?
A whole.

Stage of Lesson
Teacher Does
Student Does
Student Activities
Explain:
Students explain
throughout the
lesson. This
would be the
summary.
Did it take more fourth-turns or eighth-turns to get

all the way around?
Eighths
How many fourth-turns did it take to make a

whole turn?
How many eighth-turns did it take?
How many tenth-turns would it take?
10
How many 1/100 turns would it take to make a

whole turn?
100
How many 1/300 turns?
300
How many 1/360 turns?
360
Would 1/360 turn be smaller or larger than 1/100

turn?
smaller
1/360 of a turn is called a degree. How many

degrees are in one whole turn?
360
Time:
5 minutes
15 minutes
Materials:
Explore:
Standard
CCCSSM,
MPS, NGSS,
21st Century
Here is a tool that has been partitioned and

marked off to show 360 degrees. It is called a
protractor. Pass them out. With your partner, take a
moment and look it over.

What do you notice?
Evaluate
Consider Decision
Points Assessments
It is shaped like a circle.

It is counting by tens starting at zero.
It has 2 sets of numbers. One going one
way and the other going the opposite way.
There are a lot of lines.
Time ran out here. Would have been helpful to have

left time to do the exit ticket listed below.
Need to reflect on student responses to decide if we
can continue on from here tomorrow or if we need to
back track. Last part seemed rushed, will probably
pick up there again tomorrow.
Stage of Lesson
Teacher Does
Student Does
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21st Century
Extend:
Later on in the day or on a subsequent

day:
Student responses will vary as each piece

of art will be unique.
4th Grade
California Art
Standards
Art:
The directions will invariably cause more

discussion about the terms and how to use
the protractor.
Time:
45 minutes
Materials:
9X 12 white
construction
paper, Sharpee
pens, and colored
markers
[Demonstrate all of the following on the ELMO,

encouraging students to make their own decisions on
the placement and size of their angles so that each
creates a unique piece of abstract art.]
With a Sharpee pen, make a ray anywhere on your
paper that you want.
Using the protractor, make a point where 90
degrees would be from the ray.
Connect the point to the endpoint of the ray. You
now have a right angle.
1.5 Describe
and analyze the
elements of art
(line)
2.8 Use
complementary
colors in an
original
composition to
show contrast
and emphasis.
Create more angles on your paper. You must have

at least two more right angles, three acute angles,

and three obtuse angles and three straight angles.
The angles may intersect one another.
Using parallel and perpendicular lines section off
paper.
Choose 3 colors to color in the sections that you
have created. (Review the concepts of contrast and
complementary colors.)
Evaluate
Consider Decisions
Point Assessments
Stage of Lesson
Evaluate:
Time:
5 minutes
Materials: Printed Exit
Ticket
Evaluate
Consider Decisions
Point Assessments
As they are working, take informal notes on whether

students are confident with the terms or are they
asking other students and/or me for clarification.
Teacher Does
Student Does
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21st Century
EXIT TICKET (Could do with a partner or have

each student complete.)
1. How many right angles make a full turn?
2. What is the measurement of a right angle?
3. What fraction of a full turn is 1 degree?
Use the exit ticket as a formative assessment. Clarify
and reteach misconceptions the next day.

Day 2
Stage of Lesson
Teacher Does
Student Does
Student Activities
Engage
Take out the angle makers we made yesterday.
Students nicknamed the tool as an angle

maker during the previous lesson.
Time:
10 minutes
At the end of the lesson yesterday we were using

our angle makers to talk about degrees.
Lets review:
Materials:
Angle makers
Evaluate
Consider Decision
Points Assessments
Did it take more fourth-turns or eighth-turns to get

all the way around?
Eighths
How many fourth-turns did it take to make a

whole turn?
How many eighth-turns did it take?
How many 1/100 turns would it take to make a

whole turn?
100
Would 1/360 turn be smaller or larger than 1/100

turn?
smaller
1/360 of a turn is called a degree. How many

degrees are in one whole turn?
360
Using cards, randomly call on students to answer

those questions or similar ones.
EXPLAIN - part of yesterdays lesson:
So what is a degree?

1/360 of a turn.
Standard
CCCSSM,
MPS, NGSS,
21st Century
CCSSM
4.MD.5
Recognize
angles as
geometric
shapes that are
formed
whenever two
rays share a
common
endpoint, and
understand
concepts of
angle
measurement:
a. An angle is
measured with
reference to a
circle with its
center at the
common
endpoint of the
rays, by
considering the
fraction of the
circular arc
between the
10
Explore:
Time:
45 minutes
Materials:
Angle makers
Circular protractors
Rulers
How many degrees in a full turn?
360
What fraction of a full turn is 1 degree?
1/360
Pick up one of the circular protractors on your

table.
Demonstrate the following on the ELMO.
Run your finger across your protractor from zero
to the center point. Lets call that the zero line, or
base line, of our protractor because it will be the
starting point from where we measure angles.
Students will follow the directions to the

best of their ability. They will need to
check in with their neighbor after each step
to see if they need help.
Show me a quarter-turn with your circles. Keep

the base segment of your angle parallel to your
desk.
Adjust the circles angle to match your right angle

template.
Remove the template and place the protractor to
measure that angle.
21st Century
Skills
Identify one student at each table that has followed the

directions correctly and have him/her check the rest of
the people at the table.

4.G.2
Recognize right
triangles as a
category, and
identify right
triangles.
MPS
5. Use
appropriate
tools
strategically.
6. Attend to
precision.
Put the zero line, or base line, on top of the bottom

segment of your angle. Align the center point of the
protractor with the vertex of the angle the best you
can.
What do you notice?
points where the

two rays
intersect the
circle. An angle
that turns
through 1/360
of a circle is
called a onedegree angle,
and can be used
to measure
angles.
The quarter-turn matches the darker lines
Critical Thinking
and Problem
Solving
Collaboration
Communication
11
on the protractor.
Its 90 degrees.
One fourth-turn is 90 degrees.
Do a half-turn and see how many degrees your
angle is.
180 degrees
Turn another quarter or fourth-turn.
270 degrees
And one last quarter or fourth-turn.
360 degrees
0 degrees
What does your angle look like right now?
Its all white.
How do you know if its 360 degrees or 0 degrees?
[Not sure what theyll say.] If someone

doesnt come up with it, then say:A zerodegree angle is when we have not turned
at all. We have made one full turn of 360
degrees. There are 360 degrees in a full
turn.
How many 90-degree angles or right angles are

there in a full-turn?
Four right angles.
How do you know?
We turned four quarter-turns.
Using your white circle, position your protractor

with the zero or base line on top of the black
segment, matching up the center point of the circle
with the center point of the protractor.
Estimate to make a point at 90 degrees. Draw a line
segment from the center point to that point.
(Demonstrate how to draw the point and use the ruler
to connect with the center.) What have you drawn?
A right angle
A 90-degree angle
Perpendicular lines
Now make a point at 45 degrees. Draw a line

segment from the center point to the point you just
A 45-degree angle.

12
made. What have you made?

What have you noticed?
The 45-degree angle is half as big as the

90-degree angle.
Now lets work to measure and draw benchmark

angles using our circles and protractors.
We have already started Set A using you're your
white circle. Continue turning your circle, aligning
the zero or base line with each last segment drawn.
Be sure to keep your protractors center point on
the center point of the circle. Draw new 45-degree
angles until you have gone a whole turn.
(Demonstrate)
Draw lines at 45-degree increments. Will

need to help neighbors. (Ill also have to
circulate and help.)
Place the center point of the protractor on the

shared endpoints of the segments on your white
circle. Align the zero line with the black segment.
What are the measurements of the angles you have
drawn?
0 degrees, 45 degrees, 90 degrees, 135

degrees, 180 degrees. 225 degrees, 270
degrees, 315 degrees, 360 degrees.
Draw Set B on your red circle just as you did Set A,

but this time draw 30-degree angles. This full turn
will be made of 30-degree angles. Draw 30-degree
angles until you have made a whole turn.
Draw lines at 30-degree increments.
Again, place the center point of the protractor on

the shared endpoints of the segments on your red
circle. Align the zero line with the black segment.
What are the measurements of the angles you have
drawn?
0 degrees, 30 degrees, 60 degrees, 90

degrees, 120 degrees, 150 degrees, 180
degrees.
All of these are benchmark angles. Lets use our

Problem Set to further explore them.
Problem Set includes:

Comparing the 45 degree and 30 degree
angles. Which are on both lists.
Which angles are acute?
Which angles are obtuse?
Students work with their table group for a reasonable

amount of time and then discuss together.
13
What fraction of a turn is each of the

angles?
How many 45-degree angles to make a full
turn?
How many 30-degree angles to make a full
turn?
Evaluate
Consider Decision
Points Assessments
Be aware of what students are doing during the lesson

and problem set. Adapt directions, reshow how to
manipulate the circles and the protractors, and have
students help each other as needed.
Stage of Lesson
Teacher Does
Student Does
Student Activities
Explain:
When you listed the benchmark angles, did you

notice any numerical patterns?
Counting by 45s or 30s.

Some are in both lists.
How can you use the benchmark angles to decide

how big a 75-degree angle is?
If I can picture a 45-degree angle and a 90degree angle, a 75-degree angle would be
in between them.
How about a 160-degree angle?
If I can picture a 150-degree angle, 160angle would be a little bigger.
How can you use your protractor to explain to

your partner what a degree is?
Each little line represents one degree which

is 1/360 of a turn.
Teacher Does
Student Does
Student Activities
Time:
10 minutes
Standard
CCCSSM,
MPS, NGSS,
21st Century
Evaluate
Consider Decision
Points Assessments
Stage of Lesson

Standard
CCCSSM,
MPS, NGSS,
14
21st Century
Extend:
Same as previous lesson.
Stage of Lesson
Teacher Does
Evaluate:
Time:
10 minutes
Evaluate
Consider Decisions
Point Assessments
Student Does
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21st Century
Use Exit ticket from previous day.

Add question
#4. Name at least four benchmark angle
measurements.
Look for students who are still missing most of the
questions to pull to work with separately.

15
Final Reflection:
As teachers we are constantly reflecting on what we are doing and what we would do next. This process added another element
by focusing on the 5 Es. The Engage New York math lessons are very dense to read and comprehend in the teachers manual. The act
of taking a lesson apart and putting it in this format was helpful in preparing for teaching the lesson. This lesson, in particular, for
teaching protractors and measuring angles was a new approach for me. I felt better prepared and more focused when I taught the
lesson. I also allowed more time for exploring. Sometimes when Im feeling pressed for time, I shortcut that step. This reminded me
that, in the long run, it pays off to give the experience of figuring out things for themselves.
Im fortunate to teach math two 4th grade classes. I have the opportunity everyday to improve on how I teach a lesson. Of
course, each class has its own personality, so what works for one does not necessarily work for the other. As I was watching the lesson,
I realized how often I veered off script when it was obvious that we had hit a wall. These are the unplanned formative assessment
moments when you can tell that theyre just not getting it. The recording also allowed me to observe some of the groups as they
were working (other than the one that I had been interacting with). It was reassuring to see and hear how involved they were with the
process. Although the noise level was on the louder side, it was productive. I also found myself checking on my tone of voice and the
way that I was questioning students. Sometimes I worry that I sound impatient. It was a relief that I didnt.
Overall, I found this experience positive. This will be a helpful tool to use to make sure Im including all of the Es. Im sure I
wont script out every lesson, but the overall format is a good framework to keep in mind when Im planning. I also think quietly
filming the class for my own purposes is a helpful tool for me to check in with how Im coming across to students.

16

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MIAA360: Lesson Study

Team Members: _ Debbie Hernandez, John Green, and Lori Slatkin

Bridge to previous lessons:

Teaching and Learning Collaborative Lesson Study

Students stand behind chairs.

Right angle templates

Show me a line segment.

If students seem confident, continue with lesson. If

with the floor. Open both hands.

Once I showed a clenched fist for a point and a

[Have extras ready for groups where

Who can do a demonstration for us?

Fold it in half and then in half again.

How many templates fit together to make a circle?

Experiment with putting them together in a

Teaching and Learning Collaborative Lesson Study

What fraction of the circle is each template?

What fraction is two templates?

What fraction is three templates?

What fraction is four templates?

Each right angle is how many degrees?

What does the term degree mean? Discuss at your

How far the turn is. (Didnt come up)

What does a degree mean in math?

To move. (Stood and turned.)

How can you show on paper what a degree is?

Draw an arc of some kind.

Today were going to learn what a degree is and

Students play with the coffee filters.

How can we find the center without folding it?

Students work with others at their table to

Teaching and Learning Collaborative Lesson Study

Pass out red and white circles.

Students help each other find the center.

You may use whatever you need in the room to

Students came up with many solutions.

Give students some time to try a few things. If not

Have students come up and share/demonstrate

Traced circle onto scrap paper, cut it out,

As students are working, walk around and observe

Teaching and Learning Collaborative Lesson Study

Students will help each other draw the

Demonstrate on the ELMO, then circulate and help

Cut radii. [Have extra circles ready for

Help each other slide them together.

What do you see as you turn this segment to the

The white part is getting larger. The red

Do you see an angle?

Lets agree that the white region is the interior of

With your table group, experiment and figure out

Students experiment and discuss together

Roll a die and call on tables to show each of the

Groups stand, show on their protractors,

How many turns did it take?

Observe groups working together on the fourths and

Teaching and Learning Collaborative Lesson Study

Lots of discussion at their tables. Had

agreement with how many 1/8-turns it would take to

difficulty showing an eighth.

(This seemed to stump them, so I guided them through

Referred to fraction pieces on the board to clarify for

How many eighths make a fourth?