Professional Documents
Culture Documents
Teacher
Date
Meghan Leuschner
Oct. 13th
Grade __3_____
I. Objectives
How does this lesson connect to the unit plan?
Students need to understand shapes in different categories. Knowing the difference between angles will be a helpful tool to
classifying shapes. In this lesson, students will use their new knowledge of angles to classify triangles. Angles are not yet classified
by their measurement (in degrees) but rather how open they are.
cognitiveR U Ap An E C*
physical
development
Ap & U
Add angles and triangles with accurate definitions and matching sketches to word wall.
Work with a partner exploring triangles on study jams computer program.
Ap & U
socioemotional
Common Core standards (or GLCEs if not available in Common Core) addressed:
3.G.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.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Pre-test (most students that gave angles a shot, drew angels, not angles)
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
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Students will work on study jams with a partner. They need to check with one another for
understanding before they may move on. There is also a small quiz at the end. That will help them see
what they need work on. The quiz is not graded. On the top of the homework/self-work that they hand
in, they will need to rate themselves on how the feel about their understanding.
Summative (of learning):
Final Unit test.
Provide Multiple Means of
Representation
lesson present?
ELL students
-Student with sensory
difficulties
-Students who struggle
with attention
-Student who only has 4
fingers and likes to use one
hand
I will add words to word
wall and focus a lot on the
vocabulary. The lesson will
be interactive for the
students who struggle with
attention. I will give the
student with sensory
difficulties the option of his
weighted sock. The boy
with missing fingers and
weaker hand will be given
the option to use a
geoboard on the computer.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
-Word wall
-study jams song
-Study jams is read to them
with lots of visuals for vocab
support
-Word wall
-vocabulary words are
highlighted in book
Components
Motivation
(opening/
introduction/
engagement)
Development
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15
min
5 min
5 min
15
min
15
min
(the largest
component or
main body of
the lesson)
6) Help those who need it on selfwork (Practice Master page for triangles
from text book teacher resources). Clarify
any early patterns of misconceptions.
3 min
Closure
(conclusion,
culmination,
wrap-up)
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9) Triangle song
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
We did not get very far, because the students were struggling seeing where the angle was. We connected two lines (strings) and I
explained that it is the area in between the lines. I drew an example and pointed to the angle, I colored it in and changed how big the
angle was but they still were asking what the angle was. I then thought if drawing a birds head on the vertex of the angle. It then
looked like a head and a beak. I opened and closed the beak showing the angle getting bigger and smaller or more open. They were
very proud when they finally understood. I had them pat themselves on the back and classify the angles. They quickly picked up on
the pattern of classifying triangles, because now they had a foundation on lines and angles that make up triangles.
I gave the directions for the word wall and study jams for the sub to do with my class on Monday. The study jams uses created
problems to discover triangles and reinforced the concepts and vocabulary. Thiessen and Matthias believed that students should
explore math concepts through world problems to engage them in geometry (Thiessen & Matthias, 1989). This doesnt mean every
lesson needs to be a different project, but asking simple questions that change the scenario, can create a new problem that they are
engaged with. Study jams asks the students to help classify the different types of triangles for their friend who is trying to pick out a
guitar which has different shapes it could come in. They are now using a computer, but also are addressed with a new problem,
instead of just re-writing definitions. I will begin with my lesson on next Wednesday with the triangle work sheet. I will open my
table in the back for those at a rating of 1. When I go over the sheet with the class, I will also ask about the triangles lines and
angles. This will make it also a review of lines and angles.
I had students raising their hands and giving me examples of angles in their life and it was very exciting to see them applying it and
getting excited about it. I have been trying to get student M more involved answering questions that have clear patterns (a right angle
is in a right triangle) so that he feels success and so that they rest of the class appreciates his contribution to the community.
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