##
* *Reflection: Developing a Conceptual Understanding
What Angles are on a Bat House? - Section 1: Mini Lesson

Putting up completed line plots is an intentional teaching strategy. As the students look at a model, I ask guiding questions to engage their thinking, lead them to make meaning. Instead of walking students step-by-step on how to create a line plot, and making one together, I am asking them to critique and respond to prompts, such as:

- What is this graph about? How do you know?
- What do the labels on the horizontal (x axis) represent? Why are they important?
- How many pennies were made in the year 2000? What if each X represented 3?
- Why is the frequency chart helpful?
- How can you gather data about angles on the bat house?

I think this teaching strategy requires students to do the thinking and meaning making. It seems more efficient to many teachers to do the I do, you do, model for graphing, but having the students critique first, then apply gives them a chance to search for their own meaning, reason through steps to be taken, and make their learning their own.

*Critique First, Create Second*

*Developing a Conceptual Understanding: Critique First, Create Second*

# What Angles are on a Bat House?

Lesson 10 of 14

## Objective: Students will be able to identify angles on a structure, organize data, and create statements according to a line plot graph.

## Big Idea: Students are preparing to build bat houses. They have calculated surface area, identified nail placement, and will now collect data on angle types in this real-world activity.

*50 minutes*

#### Mini Lesson

*10 min*

To begin the lesson, I display the line plots attached in this section's resource. I ask students to talk with their shoulder partners at the community area about what they can tell by looking at the data displays.

Then, I ask them to share out with the whole group. I am listening for statements about what information the plots show and comparative statements. I will prompt where necessary and lead the students into a conversation of the plot markers representing more than one item.

Next, we will review using a frequency chart to organize data and will also review acute, obtuse, and right angles.

*expand content*

#### Active Engagement

*25 min*

Now we'll be making the connections between line plots, angle types, and our bat house project. The students are given one of our bat house kits, a 11 x 18 sheet of white paper, and 3 sheets of different color dot stickers. They will keep track of the angle types on a tally chart they create and use the dots to represent the number of angles in the bat house. Their task is to gather and organize the types of angles data and create a line plot to display their findings.

As they work, I circulate and prompt students to consider whether their markers will represent one, or more than one. I ask them to be ready to explain to the class why they made the decisions they did on their graph.

This group decided to have their markers represent 2. As I inquire, the students realize they should add a key for their plot line.

*expand content*

#### Closing and Sharing

*15 min*

As a closing, I ask students to display their plot graphs around the room. Then, teams do a math walk. As they come to each team's display, they leave a sticky note stating a comparative statement that can be made from the data.

Some of the stickies my class created were:

*Your bat house has more right angles than any other angle.**You made your stickers represent 2, so you had 28 right angles because 14x2=28**Your house only has 2 obtuse angles. That is 26 less than the right angles.*

This type of closing was perfect for the day, because the real learning is in the creation of the plot and the statement making. If students can't glean information from the line plot, there is no reason to make one!

*expand content*

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- UNIT 1: Developing Mathematical Practices
- UNIT 2: Understanding Multiplication
- UNIT 3: Using Multiplication to Find Area
- UNIT 4: Understanding Division
- UNIT 5: Introduction To Fractions
- UNIT 6: Unit Fractions
- UNIT 7: Fractions: More Than A Whole
- UNIT 8: Comparing Fractions
- UNIT 9: Place Value
- UNIT 10: Fluency to Automoticity
- UNIT 11: Going Batty Over Measurement and Geometry
- UNIT 12: Review Activities

- LESSON 1: How Time Flies
- LESSON 2: Time Flies When You're Having Fun
- LESSON 3: How Can We Get It All Done?
- LESSON 4: Wing Span
- LESSON 5: What is Happening to the Little Brown Bat?
- LESSON 6: How Much Paint Do We Need?
- LESSON 7: Where Do These Nails Go?
- LESSON 8: Nailed It!
- LESSON 9: Tri Tri Triangles
- LESSON 10: What Angles are on a Bat House?
- LESSON 11: BUILDING DAY!
- LESSON 12: What Makes a Shape? Analyzing and Script Writing
- LESSON 13: Using a ShowMe as an Assessment
- LESSON 14: Polygon Puzzle