Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Sarah Strikwerda

Date 11-16-16
Subject/ Topic/ Theme: Math/Triangles and Angles/Finding the missing triangle measure

Grade 8

I. Objectives
How does this lesson connect to the unit plan?
This lesson allows students to understand the angles of triangles better and how the angles are related.
cognitiveR U Ap An E C*

Learners will be able to:

Find the missing angle in a triangle
Cut triangles apart and look at how the angles add up

physical
sociodevelopment emotional

Apply and
Evaluate

Understand that the three triangle angles add up 180 degrees

*I realize this is not very many goals for this lesson. However, my class can only handle learning a few things at once. Otherwise
they get overwhelmed.

Analyze
Understand

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.8.G.A.5
Working towards: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles
created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
CCSS.MATH.PRACTICE.MP1
Make sense of problems and persevere in solving them.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should know the basics about an angle, and know a little bit about what we have learned so
far.

Outline assessment
activities
(applicable to this lesson)

Pre-assessment (for learning): Where do you see triangles around us?

Formative (for learning): The video the students make at the end.
Formative (as learning): I will check if the students are finding the correct angles during the lesson.
Summative (of learning): This lesson is a small step in the process of understanding how angles are

What barriers might this

lesson present?

related. The formative assessments are also summative assessments.

Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance,
value, authenticity, minimize
threats
Some students will be
interested when we talk about
the Eifel tower. Other students
(visual learners) will be
excited when we cut the
triangles apart.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect language

Provide options for expression and

communication- increase medium of
expression

Students will write out answers

and verbalize answers. This will
give them a chance to write out
angle symbols and degree
symbols as well as verbalize these
concepts.

Students can show that they know

how to find the missing angle by
solving problems on the triangles
successfully or during the video
that they make at the end of the
lesson.

Provide options for sustaining

effort and persistenceoptimize challenge,
collaboration, masteryoriented feedback

What will it take

neurodevelopmentally,
experientially, emotionally,
etc., for your students to
do this lesson?

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Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for selfregulation- expectations,

personal skills and strategies,
self-assessment & reflection

Pencil, paper, scissors, finding the missing angle measure of triangles worksheet, educreations on
ipads.

The room is set up in clusters, so the students can easily ask each other questions if need be. However,
no one has his or her back towards the front, so that when instruction is happening up front everyone
can easily engage. The room has two person tables, so partners are easily established.

III. The Plan

Time
0-7

Components
Motivation
(opening/
introduction/
engagement)

7-15

1517

1730

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or prompts.
Think about where they see
(1) I will ask where we see triangles around us: Architecture, Ramps, ect.
triangles.
(2) I will talk about how people who design things need to know about
angle measures when constructing things, so they know how steep the
roof is which will deal with water and snow run off. Also ramps cant
Listening
be too steep because people in wheel chairs wouldnt be able to get up,
so architects have to pay attention to the angle of the ramp.
Thinking about why there are
(3) Next, I will show a picture of the Eifel tower and ask why there are so
so many triangles.
many triangles in the tower.
Listening to how supportive
(4) We will then discuss how triangles are used for support.
(5) I will tell my students about how good builders would add a triangle to triangles are.
a bookshelf to keep it from falling over.
(6) I will tell my students to discuss with a neighbor if they would pay for
Discussion
extra wood to make triangles and make something more supportive or
if they would make something with lower quality that cost them less.
(7) I will instruct students to draw a neat triangle with a pencil and ruler.
Drawing
(8) Students will cut out their neat triangles and then cut out the three
Cutting
angles.
(9) Students will lay angles next to each other to see that the total angle
Putting angles on a class
created is 180 degrees. Students will then paste angles onto a class
poster.
poster that we will use to show that the angles equal 180 degrees for
all triangles.
(1) Students will work through a notes sheet with their group
members. The worksheet will first ask them for the total
degrees of a triangle.
(2) Then the students will have to brainstorm how they could
use this information to find the missing interior angle of a
triangle. (Many students will struggle with this because
they are used to the answers being given too them, but
they should engage their brains and problem solve)
(3) Students will practice finding the missing angles of
triangles on the worksheet.

Discussing with neighbors

Finding different angle

measures.

3045

Closure
(conclusion,
culmination,
wrap-up)

Use educreations to have students create a video on their ipad explaining how
they can find the angle measurements from just one angle.

Making video

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I think this is a good lesson because there is real-world applications, a hands-on activity, and the students have multiple ways
to explain their reasoning. I probably have to watch my time closely during this lesson since things are packed in pretty tightly.

*Rubric will be provided for the videos.

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