LESSON PLAN OUTLINE

Lexi Eaton
Mrs. Crawford, 3rd Grade- Oak Hill Elementary
November 22nd, 2016- 9:10am

JMU Elementary Education Program

A.
TITLE/TYPE OF LESSON- Angles
B.
CONTEXT OF LESSON - The students have been learning about plane and solid
shapes, and solid shapes attributes such as edges, vertices, and faces. Now, the
students are learning about the different angles (right, obtuse, acute) and will learn how
they look in shapes. This will allow the students to classify and group the different
shapes they are learning about.
C.

LEARNING OBJECTIVES

Understand what are the

broad generalizations the
students should begin to
develop? (These are typically
difficult to assess in one
lesson.)

Know what are the

facts, rules, specific
data the students will
gain through this
lesson? (These knows
must be assessed in
your lesson.)

Do what are the specific

thinking behaviors
students will be able to do
through this lesson?
(These will also be
assessed in your lesson.)

The students will start to

understand that shapes have
different internal angles, and
the students will start to classify
and group shapes that have the
same internal angles.

The students will know

the difference between
right, obtuse, and acute
angles.

The students will be able

to demonstrate their
knowledge about the
different angles and how
they look in different
shapes.

D.
ASSESSING LEARNING- The students will be able to connect their knowledge
between the angles and shapes by working in groups and creating an angle in a shape
with their group. The students will also have an exit ticket at the end of the lesson to
assess if they are making the connections between the lesson and the angles.
E.
RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL
STANDARDS if required)MTH.G3.15: Identify and draw representations of points, line segments, rays, angles,
and lines.
F.

MATERIALS NEEDED
Math notebooks

G.

PROCEDURE
Overview of lesson: In todays lesson, the students are going to use their bodies
to learn about the angles. I will have a powerpoint on the smartboard and it will
start with a picture of a right angle and what a right angle is. (They will also have
guided notes to fill out during the presentation of the angles.) I will explain what a
right angle is, then ask a student to stand up and show me a right angle with their
body (for example: if I asked for a triangle, I would put my hand on my hip, or put
my hands up in a point). After this, I will change the slide of the powerpoint to a
slide of the assistant principal showing a right angle with his body. I will ask the
students to stand up and do what the assistant principal is doing. Then I will ask
the students what shapes include a right angle, and then show a slide of all of the
shapes that include right angles. After this angle, I will do the same thing for
obtuse and acute, and the principal and Mrs. Crawford will be showing these with
their bodies. After this, the students will be split up into groups with me, Mrs.
Crawford, and Mrs. Williams, and each group will be assigned an angle, and
must show the angle within a shape. They will work on this, then present it to the
class- which the class must guess what angle they are showing. After this, the
students will have an exit ticket to fill out.

Preparation of the learning environment- Get the smartboard ready for the lesson.
Engage -Introduction of the lesson- In Math, we have been learning about plane and
solid shapes, and how solid shapes have different parts. Today we are going to learn
about angles which are also in all kinds of shapes. But we are going to use our bodies to
learn the different types of angles. In order to learn this way, we have to be in control of
our bodies and our voices. I am going to hand out a sheet to glue in your math notebook
that is a guided note sheet. You will be able to fill this out throughout the lesson.
Implementation of the lesson:
So the first angle we will learn about is a right angle. A right angle is an angle
that is exactly 90 Degrees. This is a picture of a right angle. Look at your notes
and copy down the word right where it has the blank next to the picture of the
right angle. Now, who can volunteer and show me how to make a right angle with
your body. For example, if I were making a triangle with my body, I could do this
or this (show them). But you will show a right angle, who can raise their hand and
show me what a right angle might look like with their body?. (someone shows).
Turn slide. This picture shows Mr. Credle showing a right angle with his body.
Remember when were learning with our bodies, we need to be in control of our
bodies. Stand up, push your chair in, and show me how you could create a right
angle with your body, I will count to 3 and I want you to freeze in a right angle. 1
2 3 freeze. Walk around and point out the different right angles. Alright good job
friends, sit back down. Now, look around the classroom, who can raise their hand
and point out a right angle? Who can tell me a shape that contains, or has, right
angles? Look at this slide, it has a bunch of shapes that has right angles in it. Go
ahead and pick a shape, and draw it in your notebook.

So this angle is called an acute angle. An acute angle is an angle that is less
than 90 Degrees. This is a picture of an acute angle. Look at your notes and
copy down the word acute where it has the blank next to the picture of an acute

angle. Now, who can raise their hand and show me how to make an acute angle
with your body? (someone shows). Turn slide. This picture shows Mrs. DeVore
showing an acute angle with her body. Remember when were learning with our
bodies, we need to be in control of our bodies. Stand up, push your chair in, and
show me how you could create an acute angle with your body, I will count to 3
and I want you to freeze in an acute angle. 1 2 3 freeze. Walk around and point
out the different acute angles. Alright good job friends, sit back down. Now, look
around the classroom, who can raise their hand and point out an acute angle?
Who can tell me a shape that contains, or has, acute angles? Look at this slide, it
has a bunch of shapes that has acute angles in it. Go ahead and pick a shape,
and draw it in your notebook.

So this angle is called an obtuse angle. An obtuse angle is an angle that is more
than 90 Degrees. This is a picture of an obtuse angle. Look at your notes and
copy down the word obtuse where it has the blank next to the picture of an
obtuse angle. Now, who can raise their hand and volunteer and show me how to
make an obtuse angle with your body? (someone shows). Turn slide. This
picture shows Mrs. Crawford showing an obtuse angle with her body. Remember
when were learning with our bodies, we need to be in control of our bodies.
Stand up, push your chair in, and show me how you could create an obtuse
angle with your body, I will count to 3 and I want you to freeze in an obtuse angle.
1 2 3 freeze. Walk around and point out the different obtuse angles. Alright
good job friends, sit back down. Now, look around the classroom, who can raise
their hand and point out an obtuse angle? Who can tell me a shape that contains,
or has, obtuse angles? Look at this slide, it has a bunch of shapes that has
obtuse angles in it. Go ahead and pick a shape, and draw it in your notebook.

Now, you all are going to be put into 3 different groups. Each group will be
assigned a different angle that we just learned. You and your teammates will
create a shape using your bodies that includes the angle you were given. For
example, if I was creating a shape that includes a right angle, I might do this with
someone to show a right angle in a shape. After 5 minutes, you and your group
will show your shape you created with your bodies to the class, and we will guess
which angle you were given. After I call your name, come to me and I will tell you
and your group what angle you are doing, and what teacher you are with. Then
go to a space in the room with your teacher and make the shape. When your
group is finished, go sit back at your seats. If you need help, just look at the
smartboard and chose a shape from their. Who can tell me what you are doing
first when you are called? Who can tell me what you are doing with your groups?
What do you do when you are done with your group?

Questions for each group: Low group- What shape can we find around the room
that has a right angle? How can we make that shape with our bodies? We do not
have to have all of our group members in the shape. I will have the higher group
use all of their members and try different body movements to create shapes with
obtuse angles. The on grade level will be pushed to use all of their members and
different body parts to create a shape with acute angles, but their group can split
into two groups if this task is too difficult.

 Closure- So why do you think we did this activity with angles? What people around the
world would need to know about angles and why? Turn and talk to your shoulder partner
about this. (have them share what they talked about). now I am passing out an exit
ticket that has questions about the angles we learned today. When you are done, turn in
your exit ticket to the finished work box then you can have a bathroom break.
Clean-up (if required)
H.
DIFFERENTIATION- I chose to do this lesson this way because it appeals to the
different types of learners. Using their bodies to learn the angles appeals to the
kinesthetic learners, having the visual of the angles and the corresponding shapes
appeals to the visual learners, me saying the angles throughout the lesson appeals to
the auditory learners, and having the guided notes appeals to the read-write learners.
Also, while the students are in groups with either me, Mrs. Crawford, or Mrs. Williams,
we will scaffold the lesson for each group and they are placed in groups based on skillset and previous knowledge of Geometry. For the lower group, they will be allowed to
present a basic shape that includes their angle, but they wont have to use all of the
people in their group- two people could present the shape the group chose to do. I will
also have examples of shapes with each example on the smartboard if they need help.
For the higher group, they will have to use all of the members of their group to create the
shape, and I could even challenge them to think about using different parts of their
bodies to create the different angles in the shapes. I could also ask them questions of if
they could find those specific shapes they make in the world around them.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
If the students are not understanding what to do or how to use their bodies to represent
angles, I can have a lot of examples in my mind to show them and guide them to using
their bodies to learn math.

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the
questions/prompts below to guide your thinking. Be thorough in your reflection and use
specific examples to support your insights.
I.
How did your actual teaching of the lesson differ from your plans?
Describe the changes and explain why you made them.
- I forgot to do the turn and talk at the end of the lesson to wrap it up, but instead I
opened up a group discussion about the questions I had for the turn and talk.
II.
Based on the assessment you created, what can you conclude about
your impact on student learning? Did they learn? Who learned? What did they learn?
What evidence can you offer that your conclusions are valid?
- The students did learn! EVERY student got each question right on
the exit tickets, which is awesome. This tells me that they
understood what each angle looks like by itself and in a shape.

III.
Describe at least one way you could incorporate developmentally
appropriate practice in a better or more thorough way if you were to teach this lesson
again.
-One thing I would have done is take pictures of the students shapes they made during
the group work, and put them on a poster with the angles they chose for them to make
more of those connections between angles and shapes.
IV. Based on the assessment data you collected, what would you do/teach
next if you were the classroom teacher?
- I would talk more about angles in shapes and I would allow them
to find more real-world examples of angles in shapes.
V. As a result of planning and teaching this lesson, what have you
learned or had reinforced about young children as learners?
-They work REALLY well when there is more than one way to receive and learn the
information. The students really loved making the angles with their bodies and this
allowed them to learn and remember the angles.
VI. As a result of planning and teaching this lesson, what have you
learned or had reinforced about teaching?
-it takes a lot of work lesson planning for lessons like this, but they are very worth it!
VII. As a result of planning and teaching this lesson, what have you learned
or had reinforced about yourself?
-That I really like planning these types of lessons and that I want to do this more often
and integrate the arts more in my lessons.