What's The Degree?
Objective: SWBAT determine how the turn of one angle can be measured in degrees.
Understanding the Concept
Materials: protractor, measurable angles, pencils, and chart paper
Before students engage in practice, we watch an interactive intro video on how to use a protractor, measure angles, and determine what angel is being used. It will also assist them in using decomposing and composing skills to determine the given degree. It is my goal to have them to see how them angles can be looked at as parts of whole by taking away the given part listed in degrees.
Students are then paired in two's to do a simple activity on how to use a protractor to determine the given angle. This activity will allow practice to assist them in understanding how these concepts are used in unison to assist them in explaining what occurs during the problem solving process. Because it is something newly introduce, I want their first experience to be applicable and not forced by over questioning them.
I may not probe students as much here because my focus is allowing them to become comfortable with using a protractor. However, I will refer back to the selected vocabulary. I do this to help students see how explanations should be stated using mathematical terms.
See attachment for a detailed explanation of how to use a protractor.
I want to capture their full attention, so I tell them after we have discussed how to use a protractor; we are going to engage in a interactive game on the smart board. This game will help us sharpen our skills a little bit. We are going to take turns. However, if you are not giving me your full attention you may loose your turn.
I do not add any accommodations to this part of the lesson because we are working together, and I will assist if needed.
Hands on Activity
Now that my students are comfortable with using the protractor, I ask them to move into their assigned groups to begging their hands-ons activity for today. In this section I want students to explore how degrees are measured.
Directions: Students are given twenty-minutes or so to draw, measure, and record the degree of the angle.
Accommodations: Using the smart board, large protractor, and large chart, I will draw 3 large shapes to demonstrate aloud how to measure, predict, identify, and record the degree of the angle. During the modeling I will label the angle and record my findings. This model will be left on the board for a guide to assist students in their learning.
Materials: ruler, protractor ______________________________________________________________________________
2. Measure each angle.
3. How Many Degrees?
3. Record the measurement for each angle and identify what type of angle it is.
4. How many degrees would each angle need to turn to make a straight line?
6. How many degrees would each angle need to turn to make a full circle?
7. Record the measurement for each angle and identify what type of angle it is.
8. How many degrees would each angle need to turn to make a straight line?
9. How many degrees would each angle need to turn to make a full circle?
Right before their time is up, I ask students to turn and talk about their work with their group. I ask them to note if they same something different and unique.
Exit Ticket
In this section I want students to work on a quick activity using the skills they learned to determine the degrees, and angle.
Accommodation: Students who seem to be struggling, can explain using a labeled illustration.
I use their written responses to determine students mastery of this skill.
During the lesson:
For struggling students:
Provide each student with an index card and have them answer the following questions on one side of the index card:
- What are two new things that you have learned?
- What else would you like to learn about this topic?
On the back side of the index card, instruct the students to draw a picture of something they learned about during this lesson. The index cards can be hole punched and held together with a simple shower curtain ring.
