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1 (Original)

Date: November 29, 2017

Lesson Name: Rays, and Angles

Standard: 4.MD.C.5, 4G.A.1

Objectives: According to the pre-assessment students were unable to identify and recognize

angles and rays. Students will be able to recognize and draw rays and angles with different

measures.

Assessment Plan: Students will be given example they will work on and can identify the

difference between rays and angles and the different way of measures.

Materials:

• Worksheet/ Note sheet

• Pencils

• Flash Cards

Attention Getter: Show pictures that express the different type of measurements,

Alligator mouth (acute angle)

A flashlight (ray)

A hanger (obtuse angle)

Railroad crossing sign (right angle)

Teach and Model/ Guided Practice: Show the flash card with examples of the following:

• Ray

• Different types of angles (right, acute, obtuse, straight)

Give the students time to fill out their practice drawings on their note sheet.

When showing these flash cards with examples explain to them the difference between them

and what makes them different.

- Ray, a part of a line that has an endpoint and continues forever.

o Draw a diagram of a ray (on their note sheet) Ask what has an endpoint and goes

on forever. Ex: Flashlight & Sun Ray

§ Have the student draw on their note sheet draw a picture of a ray.

- Angle, there are 4 types of angles, right angle which are formed when there is a square

in the corner. Acute angle when the opening is less than a right angle. Obtuse angle

when the opening is more than a right angle. A straight angle when it forms a straight

line.

o Draw a diagram of a right angle (on their note sheet) and make sure they

understand what makes this a right angle before moving on to another angle.

§ Have the student demonstrate a drawing for the right angle.

o Draw a diagram of an acute angle (on their note sheet) which is less than a right

angle, next to the right angle to see the difference in size.

§ Have the students demonstrate drawing an acute angle.

o Draw a diagram of an obtuse angle (on their note sheet) which is bigger than a

right angle.

§ Have the students demonstrate a drawing of an obtuse angle.

o Draw a diagram of a straight angle (on their note) which is just like the lines we

learned earlier explain why it is also an angle and not a just a line.

§ Have the students demonstrate a drawing of a straight angle.

Independent Practice: Have the students draw a picture using one of these line, rays, or angles

and can describe their picture to the group and which one they choose to use.

Closure: Go over the examples and the differentiation between the angles and which angle you

can base all angle off it to determine what angle measure you are looking at.

Lesson 1 (Revised)

Date: November 29, 2017

Lesson Name: Rays, and Angles

Standard: 4.MD.C.5 Recognize angles as geographic shapes that are found wherever two rays

share a common endpoint, and understand concepts of angle measurements, 4G.A.1 Draw and

identify lines and angles, and classify shapes by properties of their lines and angles.

Objectives: According to the pre-assessment students were unable to identify and recognize

angles and rays. Students will be able to recognize and draw rays and angles with different

measures.

Assessment Plan: Students will be given example they will work on and can identify the

difference between rays and angles and the different way of measures.

Materials:

• Worksheet/ Note sheet

• Pencils

• Flash Cards

Attention Getter: Show pictures that express the different type of measurements,

Alligator mouth (acute angle)

A flashlight (ray)

A hanger (obtuse angle)

Railroad crossing sign (right angle)

Teach and Model/ Guided Practice: Show the flash card with examples of the following:

• Ray

• Different types of angles (right, acute, obtuse, straight)

Give the students time to fill out their practice drawings on their note sheet.

When showing these flash cards with examples explain to them the difference between them

and what makes them different.

- Ray, a part of a line that has an endpoint and continues forever.

o Draw a diagram of a ray (on their note sheet) Ask what has an endpoint and goes

on forever. Ex: Flashlight & Sun Ray

§ Have the student draw on their note sheet draw a picture of a ray.

- Angle, there are 4 types of angles, right angle which are formed when there is a square

in the corner. Acute angle when the opening is less than a right angle. Obtuse angle

when the opening is more than a right angle. A straight angle when it forms a straight

line.

o Draw a diagram of a right angle (on their note sheet) and make sure they

understand what makes this a right angle before moving on to another angle.

§ Have the student demonstrate a drawing for the right angle.

o Draw a diagram of an acute angle (on their note sheet) which is less than a right

angle, next to the right angle to see the difference in size.

§ Have the students demonstrate drawing an acute angle.

o Draw a diagram of an obtuse angle (on their note sheet) which is bigger than a

right angle.

§ Have the students demonstrate a drawing of an obtuse angle.

o Draw a diagram of a straight angle (on their note) which is just like the lines we

learned earlier explain why it is also an angle and not a just a line.

§ Have the students demonstrate a drawing of a straight angle.

After the students finished their drawings talk about acronyms that will help with the reembrace

of angle measurements and names.

• Right- square =90*

• Acute- puppies are small and cute= less than 90*

• Obtuse- obese= more than 90*

Independent Practice: Have the students draw a picture using one of these line, rays, or angles

and can describe their picture to the group and which one they choose to use.

Closure: Go over the examples and the differentiation between the angles and which angle you

can base all angle off it to determine what angle measure you are looking at.

Lesson 2 (Original)

Date: December 1, 2017

Lesson Name: Understand angles and unit angles

Standard: 4.MD.C.5

Objectives: According to the pre-assessment students were unable to solve angles and measure

within a shape, and build shapes from angles. Students will be able to find the measure of an

angle that turns through a fraction of a circle.

Assessment Plan: Students will be able to demonstrate their understanding of how to fit in

angle measurements in to shapes (square, circle), how to identify different angle types on a line

segment.

Materials:

• Guided notes

• Worksheet

• Pictures

Attention Getter: Review of angles and rays, acute, obtuse and right and how these angles will

be involving in the shape dynamic.

Teach and Model/ Guided Practice: Through the guided notes, students will be able to see how

some angles can fit into the shapes and can repeat until the whole shape is covered.

- For a right-angle student, will work in a group of 2 and will be given some right angles

and will try and manipulate those angles until they reach a shape.

o Once the students produce a shape, they will count all the angels and notice that

that is how many angels it takes to create a shape. Ex. For a square and rectangle

student, will have 4 different angle pieces.

- Students will be given a circle with angles placed in them already, where the circle is

divide into segments. Students will be able to figure out the measure of the single angle

given how many times it is broken into.

o A circle is 360* so anytime you are trying to find an angle measurement you can

divide the number by 360*. (acute angles)

- When the student is given a fraction and the amount of the obtuse angle is taken up the

can use a division problem to solve the rest of the amount of the circle.

o Ex: the angle turns through 2/5 of the circle. So, the answer is 144*.

- Once the students have the shapes filled in they will take a maker and identify where

the ray is in the angles and can know why it is a ray.

o The angel part in the center is the beginning of the ray and the lines that go from

it “extent” forever.

- Students on their guided notes, will have line segment and can express the different

angles they can find.

o One the line segment there will be angles listed below, and once found those

angles they will trace them in the color told.

§ Obtuse angle, they will trace in red.

§ Acute angle, they will trace in green.

§ Right angle, they will trace in yellow.

Independent Practice: Students will be able to demonstrate their understanding by filling out

the bottom questions on note sheet. Through answering these questions, we will gain a better

understanding of their knowledge.

Closure: We will review the concept of all the angles and how to obtain the angle measure.

Students will be able to tell the group the how the know the difference between each angle we

have studied.

Lesson 2 (Revised)

Date: December 1, 2017

Lesson Name: Understand angles and unit angles

Standard: 4.MD.C.5a: Recognize angles as geometric shapes that are formed wherever two rays

share a common endpoint, and understand concepts of angle measurement: A- an angle

measures 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 in

the circle.

Objectives: According to the pre-assessment students were unable to solve angles and measure

within a shape, and build shapes from angles. Students will be able to find the measure of an

angle that turns through a fraction of a circle.

Assessment Plan: Students will be able to demonstrate their understanding of how to fit in

angle measurements in to shapes (square, circle), how to identify different angle types on a line

segment.

Materials:

• Guided notes

• Worksheet

• Pictures

Attention Getter: Review of angles and rays, acute, obtuse and right and how these angles will

be involving in the shape dynamic. Students will create with bendy straws a diagram of acute,

right, obtuse and straight angles with identifying the measurements.

Teach and Model/ Guided Practice: Through the guided notes, students will be able to see how

some angles can fit into the shapes and can repeat until the whole shape is covered.

- For a right-angle student, will work in a group of 2 and will be given some right angles

and will try and manipulate those angles until they reach a shape.

o Once the students produce a shape, they will count all the angels and notice that

that is how many angels it takes to create a shape. Ex. For a square and rectangle

student, will have 4 different angle pieces.

- Students will be given a circle with angles placed in them already, where the circle is

divide into segments. Students will be able to figure out the measure of the single angle

given how many times it is broken into.

o A circle is 360* so anytime you are trying to find an angle measurement you can

divide the number by 360*. (acute angles)

- When the student is given a fraction and the amount of the obtuse angle is taken up the

can use a division problem to solve the rest of the amount of the circle.

o Ex: the angle turns through 2/5 of the circle. So, the answer is 144*.

- Once the students have the shapes filled in they will take a maker and identify where

the ray is in the angles and can know why it is a ray.

o The angel part in the center is the beginning of the ray and the lines that go from

it “extent” forever.

- Students on their guided notes, will have line segment and can express the different

angles they can find.

o One the line segment there will be angles listed below, and once found those

angles they will trace them in the color told.

§ Obtuse angle, they will trace in red.

§ Acute angle, they will trace in green.

§ Right angle, they will trace in yellow.

Independent Practice: Students will be able to demonstrate their understanding by filling out

the bottom questions on note sheet. Through answering these questions, we will gain a better

understanding of their knowledge. Students will teach each other the difference between each

angle and examples of using these angles in other shapes.

Closure: We will review the concept of all the angles and how to obtain the angle measure.

Students will be able to tell the group the how the know the difference between each angle we

have studied. Students will be able to get familiar with a protractor and be able to identify

where to place it on the angle to gather the measurement it expresses.

Lesson 3 (Original)

Date: December 4, 2017

Lesson Name: Understanding perimeter and how to use a protractor

Standard: 4MD.C.5b

Objectives: According to the pre-assessment, students were unable to use a protractor and

gather the measurement expressed on the protractor. Students will gain the knowledge of

obtaining the perimeter of a rectangle or square and how to operate a protractor.

Assessment Plan: Students will demonstrate their knowledge on perimeter by showing how

they obtain an answer on a problem. Students will also be able to manipulate a protractor in

obtaining the correct angle measurement.

Materials:

• Note sheet

• Work sheet

• Protractor

Attention Getter: Go over the angle measurements that we know, acute, obtuse, right. Than go

over shapes that are made up of a right angle, square, rectangle.

Teach and Model/ Guided Practice:

- When given a square or rectangle with side lengths and the whole perimeter they will

be able to come up with the missing side lengths.

o When given, a square and having one of the side lengths you can conclude that

you know all the side lengths because you know that all side lengths are the

same.

o When given a rectangle and one of the side lengths and the perimeter you can

solve this in many ways:

§ You know that opposite sides are equal- so if you know one side you

know another as well. Once you have that you can add the side you know

together and subtract away from the perimeter and divide by two

because you have 2 missing sides.

- Explain the measure you obtain from using a protractor, such as a triangle you can

measure using a protector, just a regular angle, acute or obtuse.

o Ask the students the question why you do not need to measure a right angle?

§ Because it always 90* if not than not a right angle.

o Demonstrate how you use a protractor.

§ You line up the bottom line with one of your rays on the angle.

§ With the other line, you look at the number that it is presented on.

o We as a class will do some examples of angles.

o Students will be given a sheet with their name written in big letters where they

will use their protractor to measure the angles of the letter that have angles.

§ When the student completes their measurements, they will can color

over the letters.

Independent Practice: Students will work on measuring their angle in the letter of their name.

Students will also have a chance to do independent problem with finding perimeter.

Closure: We talk about the measures that they found on their letters, and who has the biggest

angle measurement in their name and who has the smallest measure in their name.

Lesson 3 (Revised)

Date: December 4, 2017

Lesson Name: Understanding perimeter and how to use a protractor

Standard: 4MD.C.5b: Recognize angles as geometric shapes that are formed wherever two rays

share a common endpoint, and understand concepts of angle measurement- An angle that turns

through n-one degree angles is said to have an angle measure of n degree.

Objectives: According to the pre-assessment, students were unable to use a protractor and

gather the measurement expressed on the protractor. Students will gain the knowledge of

obtaining the principals on how to operate a protractor and the understand how to divide circle

into equal parts and match their fraction with angle measurements.

Assessment Plan: Students will demonstrate their knowledge of how to manipulate a

protractor in obtaining the correct angle measurement. Students will also gain the

understanding of dividing a circle into a fraction and degree.

Materials:

• Note sheet

• Work sheet

• Protractor

Attention Getter: Go over the angle measurements that we know, acute, obtuse, right. Give

the student’s a 5-question quiz to gain the understanding and place the students are in their

knowledge, have the students measure their letter of their name and be able to use a

protractor when measuring these angles correctly.

Teach and Model/ Guided Practice:

- Explain the measure you obtain from using a protractor, such as a triangle you can

measure using a protractor, just a regular angle, acute or obtuse.

o Demonstrate how you use a protractor.

§ You line up the bottom line with one of your rays on the angle.

§ With the other line, you look at the number that it is presented on.

o We as a class will do some examples of angles.

o Students will be given a sheet with their name written in big letters where they

will use their protractor to measure the angles of the letter that have angles.

§ When the student completes their measurements.

- Students will be able to gain the understanding of using a protractor and fractions to

obtain the divided circle.

o On the note sheet there are 4 circles the student will be able to come up with

the fraction that the circle is cut into.

§ ½, ¼ , 1/5, 1/6

o After the students find the fraction of the circle cut into, the students will

measure a single angle and find the degree of the measure.

§ Talk about how this is another way that you can find the degree of a

single angle with the use of a protractor.

Independent Practice: Students will finish with any extra time finishing their name

measurements. Students also got to turn and explain their partner how you find out a fraction

and degree of a divided circle and how you remember doing so.

Closure: With a group of students we placed masking tape on the group where the students

than took turns measuring the angle given by making tape using a protractor. When the

student was measuring had to explain the steps they are taking to gain the answer using a

prostrator.

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