SWBAT use unit vocabulary to solve problems.

Students brainstorm vocabulary terms about angles and write definitions of those terms.

5 minutes

As students enter the room, they take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMART Board. The POD allows students to demonstrate **MP3** in the discussions we have about the problem each day.

Students brainstorm a list of vocabulary terms they think are associated with angles and list those words and phrases on the POD sheet. I ask students probing questions like, “Where have you heard those words before and in what context?” “Where did you see them?” “What do you think they mean?” “What do you think they are connected to?” I use students’ responses to solicit deeper thinking. For example, if a student includes “right” on the list, I can draw out other words and phrases by asking leading questions like, “Where do we see right angles?” “How are degrees measured?” I want students to think about connections between the words.

30 minutes

To prepare for the upcoming unit, I use the vocabulary to build a foundation that is relevant. I want students to be comfortable using the vocabulary. My main goal is for students to apply the vocabulary with full knowledge of what it means.

We create a foldable for students to use as a learning tool and a study aid. Inside the foldable, students write a definition, an example, and a drawing for each vocabulary term. Possible vocabulary include the following:

Obtuse

Acute

Equilateral

Triangle

Isosceles

Scalene

Supplementary

Complementary

Vertical Angle

Adjacent Angle

Congruent

Right Angle

After the foldable is complete, I provide students with the opportunity to study with each other. Students practice providing a definition given the vocabulary word or phrase, and vice versa. We work to develop the terms as a whole group using the brainstorming session as our starting point. I list suggestions and explanations on the SMART Board and allow each student to select the definition he or she finds most helpful. If each student chooses the definition for his or her own foldable, the likelihood is greater that the student will take ownership of the learning.

5 minutes

After students create a foldable and use the foldable to study, they complete the exit ticket. Here, students give an example from the foldable of a vocabulary term that they understand better now after this activity. If they need help, I ask, “What do you understand better now than you did before class?”