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Draw, construct, and describe geometrical figures and describe the relationships
between them. (CCSS: 7.G)
Draw (freehand, with ruler and protractor, and with technology) geometric shapes
with given conditions. (CCSS: 7.G.2)
Construct triangles from three measures of angles or sides, noticing when the
conditions determine a unique triangle, more than one triangle, or no triangle.
(CCSS: 7.G.2)
Students will develop the idea that the sum of interior angles of a triangle is 180
degrees. They will also work to develop the idea that the sum of any two sides of a
triangle has to be larger than the other side.
Why do you think the sum of the angles in a quadrilateral is twice that of a triangle?
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: determine what the sum of all the interior angles of a triangle is.
I can: develop a formula that will help me determine if three sides will
make a triangle or not.
This means: I will be able to fill out the experimental activity and draw
conclusions about the patterns that I find.
List of Assessments: (Write the number of the learning target associated with
each assessment)
I will assess my students by looking at the work they complete for the warm up
problem. I will also assess their thinking as they work through the development
activity.
-teacher input
-modeling I am going to have student
-questioning strategies complete the first page of their
-guided/unguided: work sheet that has to do with Students will work in their teams
-whole-class practice developing the idea that the sharing ideas. They will all be
-group practice interior angle sum is always 180 using the same guidelines for
-individual practice degrees for a triangle. triangles and then comparing
-check for understanding them to see if they drew the same
-other Then I will have students work triangle or different triangles.
through the experimental activity
for the three sides and hopefully Students will work in teams and
they will be able to make the also individually to complete the
correct conclusion. exploratory activity.
Closure For closure I just want to conduct a whole class discussion to see what
Those actions or statements by a teacher conclusions they found from the two in class activities! This will be a
that are designed to bring a lesson good time for students to be able to share with the whole class their
presentation to an appropriate conclusion. ideas after they have had time to work on it individually and in pairs.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation If this activity is to difficult for a student I will have them practice just
To modify: If the activity is too advanced drawing angle with different side lengths before moving on to making
for a child, how will you modify it so that triangles.
they can be successful?
To extend: If the activity is too easy for a If this activity is to easy for a student I will have them help others
child, how will you extend it to develop develop the idea by looking at patterns. I will also let students explore
b. Can you make exactly the same triangle every time if you
are only given an angle and a side?
c. What is the sum of all the interior angles? Show how you
got it!
4. Use Link 3 in the daily agenda to help you fill out the table!
Is the sum
you found in
What is the sum the last
Side Side Side Do these sides
of the two column larger
1 2 3 make a triangle?
smaller sides? or smaller
than the third
side?
7 14 10 Yes 7 + 10 = 17 Larger
4 8 8 Yes 4 + 8 = 12 Larger
5 12 4 No 5+4=9 Smaller
13 17 26 Yes 13 + 17 = 30 Larger
12 4 18 No 12 + 4 = 16 Smaller
11 5 16 No 11 + 5 = 16 Same
25 87 68 Yes 68 + 25 = 93 Larger
What patterns do you see between the fourth and the sixth column?