Introductory Lesson

Michigan State University Deaf Education Jordan Sarder Date: Subject: Math Grade Level: Fifth Grade Intended of Duration Lesson: 30 minutes Michigan State GLCEs: G.GS.05.02 Measure angles with a protractor and classify them as acute, right, obtuse, or straight.

Lesson Goal Students learn basic geometry terms

Lesson Objectives Student will repeat and identify with motions the terms point, line segment, line, ray, acute, right, and obtuse angles

Materials Youtube Video Computer Projection screen Large cards with the terms on them

Prior Knowledge Procedure Have students sitting in their own desks Have students watch the video and pose a question beforehand: what does everything in the video have in common?

o http://www.youtube.com/watch?v=TxycE-2-IuU Ask students what they noticed about all the pictures? Use this conversation as an introduction to the geometry unit Geometry can be found everywhere, but we must learn terms to learn more about this type of mathematics Go through the terms with motions After each term ask students where they might see them in the classroom o Point=fist o Line=hands and arms straight out to go on forever o Line ray=one arm with hand straight out o Line segment= arms straight out with fists o Angles 1. Acute=acute angles with 2 arms 2. Right=right angle with 2 arms 3. Obtuse=obtuse angle with 2 arms Full group practice motions when appropriate term is held up on card Closing o Have students play game in groups of 7 1. Assign each person to a different geometry motion 2. Point starts out and does their motion and then someone elses 3. Whoevers that is does theirs and someone elses 4. Continue o Ask students why its important we learn about geometry, where is it used in everyday life Assessments Informal-Observational motions

Expansion If students are beyond the expected point, students will create their own motions to go along and play game If students are behind the expected point, the students will play simon says when teacher points out a specific geometry example in classroom

Reflection This lesson got students excited about the new unit in mathematics. Since students have been working on fractions and just practicing and reviewing them they were ready to start a new unit. I was using geometry as a break for the students so that during centers we can work on both geometry and fractions. The students loved the game and actually started playing the game during recess later in the day.

Lesson 1
Michigan State University Deaf Education Jordan Sarder Date: Subject: Math Grade Level: Fifth Grade Intended of Duration Lesson: 30 minutes Michigan State GLCEs: G.GS.05.02 Measure angles with a protractor and classify them as acute, right, obtuse, or straight.

Lesson Goal Students review classification of angles with corresponding measurement in degrees

Lesson Objectives Student will create song lyrics to a popular tune that includes the measurements of acute, right, obtuse, and a straight angles.

Materials Computers White Board

Prior Knowledge Procedure Have students sitting in their own desks Review the previous lesson of motions, specifically focus in acute, right, and obtuse angles Ask students where around the room they see different angles o Call on students with raised hands

While students are pointing out angles, ask them to classify the angles o Right, obtuse, acute, or straight

Once the students have found at least one of each ask the students how many degrees are in each one Write the four categories on the board Start with right angle being 90 degrees From there experiment with students pointing out different sized acute angles to form a definition of measurement for acute and add it to the board Repeat last step for obtuse and then come up with the straight line has 180 degrees, write on board again Explain instructions to students before moving them into their groups Tell students they will be able to make up song lyrics to one of their songs from their song books, make sure to tell students why these are the songs they can pick from o They are known by all students o They are easy to read along to o They are not too fast or too slow o We already have the music for them

Show students examples of angles songs to understand the objective for the lesson Tell students they will be working in their table groups to create a song and must include all the types of angles with the corresponding measurements that are written on the board o Let students know they have 5 minutes to pick a song and then they must report to teacher what song they will be doing

Give students 5 minutes to discuss with group members and have them report to teach Give students 15 minutes to create their song by using a computer to find the instrumental version to sing along their lyrics

Have groups share their song with the whole class

Assessments Informal-Song

Expansion If students are beyond the expected point, students will add where they might see these angles in the environment to their song If students are behind the expected point, the students will work together as a full class with teacher support to come up with a song to remember the information

Reflection This lesson could have went better, I think the idea of having the students work with songs of their choice was a good idea but I think they needed to use a smaller selection of songs because the students got into arguments over what song and also had trouble picking songs with easy tunes. If I did this lesson again I would make them choose from a select number of songs to still give the students the choice but to limit the choice.

Lesson 2
Michigan State University Deaf Education Jordan Sarder Date: Subject: Math Grade Level: Fifth Grade Intended of Duration Lesson: 45 minutes Michigan State GLCEs: G.TR.05.01 Associate an angle with a certain amount of turning; know that angles are measured in degrees; understand that 90, 180, 270, and 360 are associated respectively, with 1/4, and 3/4 and full turns.

Lesson Goal Students learn turning is measured in degrees

Lesson Objectives Student demonstrate turns measured in 90, 180, 270, and 360 degrees twice each.

Materials Computer Youtube Videos of Turns

Prior Knowledge Angles are measured in degrees

Procedure Have students push desks to outside of room Have students come sit in large circle Opening

o Review angles quickly by having students form acute, right, and obtuse angles as a group silently o Students return to seated area o Think-pair-share: have students think of where they might see angles in real life o Let students know that we are going to continue this throughout the lesson Tell students that someone asked if we could watch YouTube videos the other day, therefore I thought we would watch a couple today Bring up videos of 90 degree turns Ask students how many degrees they turned Have students stand up and demonstrate Repeat last 3 steps with 180, 270, and 360 degrees Play Simon Says with turns and degrees. Closing o Students return desks and fill out sheet with partner Assessments Movement of angles by students Short Answer

Expansion If students are beyond the expected point, students will discuss what would happen if the person turned farther than 360 degrees. If students are behind the expected point, students will work with partner. Reflection The computer stopped working during this lesson therefore the students had to adjust to crowding around a laptop to watch the videos. The students transitioned very well and I was glad I had my backup for the lesson because technology can always give you troubles. Another issue I want to figure out a way to fix is the problem with simon says of students getting out right away and not having to continue perform the assessment.

Lesson 3
Michigan State University Deaf Education Jordan Sarder Date: Subject: Math Grade Level: Fifth Grade Intended of Duration Lesson: 45 minutes Michigan State GLCEs: G.GS.05.02 Measure angles with a protractor and classify them as acute, right, obtuse, or straight.

Lesson Goal Accurately measure angles within 5 degrees

Lesson Objectives Student will measure and classify acute, right, and obtuse angles with 80% accuracy.

Materials Document Camera Technology Textbooks Flat boards/ramps matchbox cars Protractors Angle Worksheets

Prior Knowledge Degrees associated with acute, right, and obtuse angles

Procedure

Have students sitting in their desks Show students an first angle on worksheet using the document camera and ask them how many degrees it is o Students should shout answers that are within degree ranges

Ask students how we can figure out the exact measurement Show a protractor and ask for name Give students directions on how to measure an angle with a protractor o first ask ourselves is it acute or obtuse to know which number we use on the protractor o line up dot with vertex o Place line on line of angle o Follow along angle to see measurement in degrees

Ask for a volunteer to come up and measure the next one for the class o Have student walk through their steps

Hand out protractors and worksheets to each student Have students use Kagan strategy- Hand Up Pair Up to go through worksheet Now tell students they will have a competition of angle measuring using matchbox cars, flat boards and text books Have students create groups of three Allow students to build ramps and measure the angle of the ramp and write it down and send their car down Repeat last step and measure longer of two trials Closing o Review steps of how to measure an angle o Ask students where we might use measuring an angle in real world examples

Assessments

Fill-in-the-blank Worksheet Open ended on car activity

Expansion If students are beyond the expected point, students will predict their measurement and then measure to compare with exact measurement If students are behind the expected point, student will seek help from teacher during hand up pair up activity.

Reflection Students were excited about being able to measure angles accurately. If I were to do this lesson again, I would have students not only measure the acute angle of the ramp but the obtuse angle with the floor and the ramp on the top.

Lesson 4
Michigan State University Deaf Education Jordan Sarder Date: Subject: Math Grade Level: Fifth Grade Intended of Duration Lesson: 35 minutes Michigan State GLCEs: G.GS.05.07 Find unknown angles and sides using the properties of: triangles, including right, isosceles, and equilateral triangles; parallelograms, including rectangles and rhombuses; and trapezoids.

Lesson Goal Classify triangles as acute, right, or obtuse triangles

Lesson Objectives Student categorizes triangles as acute, right, or obtuse with 80% accuracy.

Materials Triangle cut-outs White Board

Prior Knowledge Identification of acute, right, and obtuse angles

Procedure Have students sitting in their desks Hand out bags of varied triangles including acute, right, and obtuse triangles Tell students they are going to be working with their shoulder partners

Ask students to place triangles into 3 groups based on some classification that they decide and write down their groups Call on students to share their groups and how they categorized them Write down attributes that students categorized the triangles on the board (color, size, etc.) Tell students they need to create three groups again but they cannot use the attributes already on the board (if angles were not categorized already) Have students share their new attributes they grouped from Ask students what if they were to look at the angles how might they categorize them? Place the words acute triangle, right triangle, and obtuse triangle on the board o have students think about what these triangles might look like and how many acute, right, and obtuse angles each type of triangle has

Discuss full group that acute triangle has 3 acute angles, right triangle has 1 right angle, and obtuse triangle has 1 obtuse angle have students work with shoulder partner to create 3 groups based on acute, right, and obtuse triangles o Review with full group what triangles went in which pile

Assessments Matching

Expansion If students are beyond the expected point, students will point out acute, right, and obtuse triangles in classroom If students are behind the expected point, teacher will use proximity to support struggling students

Reflection The students were very successful in this lesson and were able to accurately classify triangles by their angles. I did have one group that started to actually classify the triangles based on their side length but most groups classified by color and size.

Lesson 5
Michigan State University Deaf Education Jordan Sarder Date: Subject: Math Grade Level: Fifth Grade Intended of Duration Lesson: 35 minutes Michigan State GLCEs: G.GS.05.07 Find unknown angles and sides using the properties of: triangles, including right, isosceles, and equilateral triangles; parallelograms, including rectangles and rhombuses; and trapezoids.

Lesson Goal Classify triangles as scalene, isosceles, or equilateral

Lesson Objectives Student will accurately classify triangle as scalene, isosceles, or equilateral 8 out of 10 times.

Materials Monster Munch Game White Board Pencils Paper Clip

Prior Knowledge Properties of a triangle Classification of triangle based on angles

Procedure Have students sitting in their desks

Review classification of triangles by angles Ask students what they learned and have students draw pictures of them on the board Now tell students they are going to learn about a new way to classify triangles, by length of sides Write the words Scalene, Isosceles, and Equilateral on the board Ask students if they know what any of them look like Draw an equilateral triangle under the label and ask students what they notice about the sides Draw and isosceles triangle under label and repeat last step Repeat with scalene triangle Show students trick to remember them by writing S, I, and E and looking at the horizontal lines to remind them how many equal sides they have Tell students they are going to be playing a game with their shoulder partner Explain directions and hand out game board and paper clip to each group Have students play game Teacher walk around and support students learning by asking higher level order questioning Closing o Review on classifying triangles based on length and angle o Give class 3 triangles on board and have students classify by length and angle

Assessments Matching during game Matching on last assesment

Expansion

If students are beyond the expected point, students will point out scalene, isosceles, and right triangles in classroom If students are behind the expected point, students will work in table groups to allow for more peer support

Reflection

The use of the game was a great assessment because it gave me, as the teacher, a very easy way to assess students by walking around. It also allowed me to give struggling students more one-on-one help while the higher students were able to continue their practice.

Lesson 6
Michigan State University Deaf Education Jordan Sarder Date: Subject: Math Grade Level: Fifth Grade Intended of Duration Lesson: 45 minutes Michigan State GLCEs: G.GS.05.06 Understand why the sum of the interior angles of a triangle is 180 and the sum of the interior angles of a quadrilateral is 360, and use these properties to solve problems.

Lesson Goal Angles of triangles add up to 180 degrees

Lesson Objectives Student will create a triangle to discover the angles add up to 180 degrees when placed together once.

Materials Whiteboard Blank paper Protractor Scissors

Prior Knowledge Classification of triangles based on angles Acute, right, obtuse, and straight angle measurements

Procedure Have students sitting in their desks

Write Triangles on the middle-top of the board Ask students what the three types of triangles we have when categorizing them by angles Write Acute, right and obtuse on board and have volunteers come and draw each type under the label Ask students to predict how many degrees the three angles of the acute triangle add up to (take 3 guesses and write them on the board under the acute triangle) Repeat last step with right and obtuse triangles Now tell the students that we are going to do an experiment to see if our predictions were correct Move students so there are 3 students at each group Give directions to students o 1s in group will make an acute triangle and cut it out (not too small) o 2s in group will make obtuse triangle and cut it out (not too small) o 3s in group will make a right triangle and cut it out (not too small)

Allow students to create and cut out triangles then show students how to draw on angle arcs Have students copy teacher example on their own triangle, drawing on first and then cutting out on arcs Ask students what we have left if we just keep all the arcs parts (the three angles) Give students directions to place all the pointed ends together to see what happens Walk around to help struggling students place their angles together to form straight line Ask students what they noticed about the angles of the acute triangles (forms a line) o repeat with obtuse and right triangles

Have students discuss in small groups what the angle measurements of each triangle might add up to and why now

Teacher walk around to listen to math discussion Call on table groups to share their ideas of how each triangles angles add up to 180 degrees because it forms a straight line Closing o Go back to board and ask students how this might be if the obtuse one has such a large angle, scaffold for students to understand that they also have smaller acute angles as the other two angles

Assessments Informal- Observational

Expansion If students are beyond the expected point, students will proceed to figure out missing angles in triangles If students are behind the expected point, students will math their discovery with additional support of measuring with a protractor.

Reflection

I was very happy that I decided to do acute, right, and obtuse separately because students predicted smaller totals for acute than right. This lesson allowed for students to understand exactly why they all equaled the same by being able to place them in a straight line and understand that the larger obtuse angle was next to two smaller ones therefore would equal the same as three larger acute angles.

Lesson 7
Michigan State University Deaf Education Jordan Sarder Date: Subject: Math Grade Level: Fifth Grade Intended of Duration Lesson: 25 minutes Michigan State GLCEs: G.GS.05.06 Understand why the sum of the interior angles of a triangle is 180 and the sum of the interior angles of a quadrilateral is 360, and use these properties to solve problems.

Lesson Goal Angles of quadrilaterals add up to 180 degrees

Lesson Objectives Student will discover through communication and experimentation how many degrees are in a quadrilateral.

Materials Blank Paper Scissors

Prior Knowledge Triangles have 180 degrees

Procedure Have students sitting in their desks Quickly review previous lesson on degrees in a triangle

Ask students how they figured out how many degrees were in a triangle Ask students how many degrees are in an acute, right, and obtuse triangle Thinking aloud to myself: I know that a triangle has 180 degrees, but what if I want to figure out a quadrilaterals degrees. Do I need to grab a protractor? Take two volunteers to draw a quadrilateral on the board, ask students by looking at the angles if they believe they have the same amount just like triangles and why Hand out blank paper Now tell the students you want each of them to draw a quadrilateral and cut it out on this paper, make sure everyone at your table groups looks different Explain to the students that you want them to work with their table group to figure out how many degrees are in this quadrilateral, make sure to tell the students they already know everything they need to know from previous lessons to be able to figure out the answer Have students discuss in groups Teacher walk around to guide groups by questioning if needed If a group figures out the answer earlier give them a larger sided figure to figure out also Closing o Ask students how they were able to figure out the answer o Was our prediction right of all quadrilaterals having the same or different degrees in angles when added together? o Ask students how we may use this to find greater number of sides shapes interior angles o Have students draw on 5 sided shape as a group and figure out the angles together

Assessments Informal- Observational

Expansion

If students are beyond the expected point, students will use their new information to apply to greater sided shapes If students are behind the expected point, teacher will give more guiding questions as a group to direct students to right track

Reflection This lesson took a little more scaffolding than originally expected, but once the students were able to get the concept they were able to continue straight onto more sided shapes. I was very proud of one of my lower math students because he was able to show his higher level thinking problem solving skills during this lesson. He was the first student to figure out how we could use the previous lesson to support the new learned idea. It was great to see his confidence in himself be built up.