Kelly Collova Dr.

Bulgar ELD 375 April 11, 2013 Triangles Rationale I am teaching this lesson so that students can learn how to describe a triangle by the lengths of its sides and by the size of its angles. It is important to understand the different attributes of the triangles so that students learn the correct geometric names of the triangles. CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Objective Students will be able to identify attributes of different triangles and classify the triangles into groups according to their attributes (lengths of sides and size of angles). By the end of this lesson, students will be able to distinguish the difference between an equilateral triangle, isosceles triangle, scalene triangle, right triangle, acute triangle, and obtuse triangle. Lesson Progression Grade: 3 1. Students will be instructed to clear off their desks. 2. Triangle blocks and triangle paper cut outs will be distributed to the students. 3. Teacher will ask students what they know about triangles. 4. Teacher will have students organize the triangle blocks and paper triangle cut outs into groups according to the attributes of the triangles. Teacher will walk around the room and assist students if needed. 5. After students organize triangles into groups, teacher will call on students to share with the class how they grouped their set of triangles. 6. Teacher will then introduce the names and description of the triangles (equilateral, isosceles, scalene, right, acute, obtuse) with a drawing of each that were given to the students.

Teacher will explain the classifications by sides and angles. Students will write the names and definitions of the triangles in their math notebook. 7. Teacher will then have each table work together and group the triangles according to their attributes and correctly name each group of triangles they made. 8. Table of students will present the groups to the teacher as teacher walks around. Teacher will have students explain their reasoning for each group. 9. Close: Teacher will call the students attention and have students review the names and description of each triangle learned in the lesson. (or students will watch Envision video for review) Teacher will ask the class questions like: What is the difference between an isosceles triangle and a scalene triangle? What is the difference between an equilateral triangle and an isosceles triangle? What are the names in which triangles are classified by their angles? How many angles of an obtuse triangle must be obtuse?

Other Considerations The materials needed for this lesson are triangle blocks, paper cut outs of triangles, student math notebook, and a Smart Board for Envision video. Mrs. Reil let me make copies of the teacher textbook, Envision Math, that covered what the students would be learning in this lesson. The textbook gave a suggested procedure for the lesson, but I changed up some parts of the procedure like having the students work in groups and using triangle blocks. I also changed the order of the procedure. The suggested procedure wanted the teacher to introduce the names of the triangles first and then have the students group the triangles correctly, but I reversed the order. I will be asking a few questions at the close of the lesson (see close for questions). I may be asked by the students how they are to group the triangles before I present the class with the correct names of the triangles. If this happens and majority of the students are confused, I will call the students attention and explain the names and descriptions of each triangle and then have the students group the triangles by attributes. Students will be reminded to act appropriately when using blocks. Differentiation Struggling learners will be able to ask a neighbor questions while working independently and also ask the teacher questions while grouping the triangles. Assessment Students will be assessed on grouping the triangles correctly according to the triangles attributes (size and angles) and by answering the questions at the end of the lesson. I will be

looking to see if the students can correctly name the different kinds of triangles, and be able to distinguish between the different triangles.