Vocabulary: measure, point, end point, geometric shapes, ray, angle, circle, fraction, intersect, one-degree angle, protractor, decomposed, addition, subtraction,
I want to begin this lesson with some body movement that will allow students to visually see how angles can rotate, slip, and turn from a point. Students need to see that we use angles without even realizing. To get them thinking, I use the picture of the man surfing as a visual to get students to see that people can turn and position themselves into many different angles. So I tell them, in math those angles can be measured by degrees. My students were very eager to see how all of this would work.
I kinda want to see if students can relate these connections to any other activity. We take about five minutes or so to create a brain-storming list.
foot ball players jump and turn for the ball.
dancers turn and flip.
We run around in circles all day.
I ride my bike, and turn left or right.
Now that my students have their turning point on, I warm them up a bit in a fun activity to direct their attention towards the purpose of this lesson. I want them to physically move in the way that an angle would inside a circle. I think if they are able to move like an angle it can assist them in understanding how this all relates to determining the degree of the given angle.
Warm up Circle:
How many of you know something that can be measured in degrees? (the oven) You are right the temperature inside the oven can be measured in degrees. However, today we are going to use degrees to find out what P is? Can anyone think of a tool used to measure degrees? (thermometer) Yes! You can use thermometers to measure your temperature. We usually do this when we are sick. However, today we are going to learn about another tool use to measure degrees. I show them the protractor. Now! Students are really eager to learn how to use the protractor. Alright guys, let's make a circle in the floor really quickly and quietly. I make my way to the center of the circle and politely sit down. Who can tell me my angle? (you are in the middle.) Yes! I am in the middle. What if I drew a line straight down the middle, What two students would be the endpoint. Students quickly determine the answer to that question. Some students notice that it is related to the fraction 1/2 Ok! What if I drew a line from me to Bill, and then from Me to Dan, what shape would I be making. (triangle)
According to what we know about acute, obtuse, and right triangle, can someone tell me what triangle we are making? How many degrees is it?
What if I drew a line straight down the middle and across the the middle? What angle? How many degrees? Can someone think of how we can make an obtuse angle? what people would we use?
We continue for about ten minutes or so practicing on making various angles. I do not probe students a lot during this activity because I want to assess what they are thinking. I will use their given responses to adjust the skill set of this lesson.
We just formed an angle applying skills we already know. An angle is the union of two rays, a and b. Can someone guess who I am? Students are unable to guess so I say, "What point did we start from? Students screamed! (you) You all are exactly right I am the initial point, so you have just found P. I am the initial point from which the two lines were formed.
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.
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.
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 ______________________________________________________________________________
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.
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:
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.