Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie Carbone

Date
11/14/14
Subject/ Topic/ Theme: Lesson 4-Angles of Polygons
Grade _8th_
I. Objectives
How does this lesson connect to the unit plan?
-In this Unit on Angles and Triangles: In this lesson, students will learn what polygons are and be able to determine the sum of their interior and exterior angles. They
will also be able to determine what the angle measure of one interior or exterior angle of any polygon, using a formula based on side length and the sum of the interior
angles of a triangle, which comes from Lessons 1 and 3 of this Unit.
cognitiveR U Ap An E C*

Learners will be able to:

Explore and find the measure of the interior and exterior angles of any polygon based on the number of side lengths of
the polygon.
Derive and apply the formula for determining the sum of interior angles of any given polygon.
Compare the differences between convex and concave polygons.
Solve for a missing interior angle of a given polygon.
Recognize and discuss the relationships between interior and exterior angles, and corresponding angles.

physical
development

socioemotional

U, Ap, E
An, Ap
An
E
U, An

Common Core standards (or GLCEs if not available in Common Core) addressed:
-CCSS.MATH.CONTENT.8.G.A.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when
parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
- A.RP.08.01: Identify and represent linear functions, quadratic functions, and other simple functions including inversely proportional relationships (y = k/x); cubics (y
= ax3);roots (y = x ); and exponentials (y = ax , a > 0); using tables, graphs, and equations.*
(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

II. Before you start

Identify prerequisite
knowledge and skills.

-Students will need to know the sum of the interior angles of a triangle and will need to use protractors
to measure angles. In addition, students will need to recall solving for a variable in one-step equations.
Pre-assessment (for learning):

-Ask students what is the sum of all the interior angles of a triangle. Use the homework as a guide, and
also base achievement by the problems each student did on their whiteboards during the previous
lesson.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

-Students will be thinking about when they will start driving, and approach the concept of polygons
through possible street signs they might see as they drive. In thinking about street signs, students will
realize a practical application of polygons and it will shape how they visualize polygons in this lesson.
Formative (as learning):

-Students will solve problems on their individual whiteboards and show them to the teacher before
they can continue. Students will also use geoboards and rubber bands, which the teacher will be able to
assess how the students are understanding polygons and their angle measures.
Summative (of learning):
- Homework will be assigned, and a test will be given at the end of this Unit.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
- Students will visualize street
signs, use geoboards, whiteboards,
and worksheets to help them learn
the concept of polygons and their
angle measures.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
-Students will be able to collaborate
with their table mates and use
geoboards to engage with the
material.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Students can use an outside
experience, such as driving, to help
visualize polygons as road signs.
They will also have geoboards to
help visualize and manipulate
polygons.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

-Students will have the

opportunity to use geoboards
and street signs to help visualize
polygons, but also use
geoboards to manipulate
polygons to help solve for their
angle measures.
Provide options for comprehensionactivate, apply & highlight

-Students will again use

geoboards as a hands-on
activity to help them understand
polygons and their angle
measures, and to help them
apply these concepts to other
polygons.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for expression and

communication- increase medium
of expression

-Students can express their

answers through answering
questions, or showing their
work on their worksheets,
whiteboards, and geoboards.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

- Students will have the

opportunity to hypothesize
answers and solutions with their
classmates, and they will be
engaged through using
geoboards and being challenged
to create and manipulate
polygons on their geoboards.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

-The teacher can monitor

progress by observing how
students work together, and how
each student does their work on
their whiteboards, geobo=ards,
or worksheets.

-Students can monitor their own

progress by hearing feedback
from their teacher as they do
problems on their whiteboards
or play with rubber bands
creating and manipulating
polygons on their geoboards.

For the students:

- a geoboard (board with pegs) and rubber bands, a protractor, ruler, a graphing whiteboard, dry erase
marker, eraser, and a transparency sheet
For the teacher:
- Have 10 copies of worksheet printed that students can start in class and finish for homework.
- Have 11 geoboards with bag of rubber bands ready
- Make sure all the students have access to protractors and rulers.
- Teachers edition of the math book to pull out examples.
-The 2-person lab tables will be set up in a U-shape, with all students facing the front/center of the
classroom. The students will need to face the Smart board as I will be using the doc cam and Smart
board.

III. The Plan

Time

1 min

Components
Motivation
(opening/
introduction/
engagement)

3 min

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Have students get:
-Students will get the materials they need.
Whiteboard
Marker and eraser
Geoboard
Rubber bands
Protractor
Ruler
-Whos excited to drive?
Students can answer, but then ask them
what kind of road signs they might see
when driving (stop signs, crossing signs,
street signs, etc.)
Have the students note the differences
between these signs-they have a different
number of sides.

-Students can take turns describing what they might

see on the road as they drive, especially the shapes
and sizes of road signs they see.
-Students will describe the differences between the
road signs they can think of.

1 min

7 -8
min

7-8
min

Development
(the largest
component or
main body of
the lesson)

5 min

4 min

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-So, what is a polygon based on the examples we

have seen?
A polygon is a shape that has vertices and
straight edges, and there are no open sides.

-Have students hypothesize and use what they

know to define a polygon.

- (1) Have students create each of the following on

their geoboards. (2)Then have the students take
notes of how many sides each of these shapes has.
(3) Then, for each polygon, they need to determine
how many triangles they can create inside that
polygon using only the vertices of that polygon
with no intersecting lines:
Triangle (3 sides)
Quadrilateral (4 sides)
Pentagon (5 sides)
Hexagon (6 sides)
Septagon (7 sides)
Octagon (8 sides)
Decagon (10 sides)
-How can we find the sum of the interior angles of
these polygons?
Encourage students to think about the sum
of the interior angles of a triangle, and
how many triangles they fit in each
polygon.
What do you recognize abut the
relationship between the side lengths of
each polygon and how many triangles are
contained in each? Allow students to
think back to their worksheet.
Formula: S = (n 2) * 180 degrees
o S = sum
o n = # of sides
Have the students calculate the sum of the
interior angles of the following polygons
using the formula:
o Pentagon (5 sides)
o Hexagon (6 sides)
o Septagon (7 sides)
o Octagon (8 sides)
Now, in 2-3 examples, have students solve
for one of the missing interior angles in a
regular polygon, using the formula given
to find the sum of all the interior angle. (in
a regular polygon, all the interior angles
are congruent.)
o Take the sum of the interior
angles and divide it by how many
vertices comprise that polygon

-Students will follow the directions and fill out the

table on their worksheets recording the number of
sides each shape has and how many triangles they
can fit in each polygon.

-Concave and convex polygons

Have the students create a triangle on their
geoboards. Then have the students stretch
one of the edges of the triangle toward the
center of the triangle, placing it on a new
peg. This creates a concave polygon,
since it creates an inlet or cave.

- Students will hypothesize and can verbalize their

thoughts in how they can solve this problem.
- Students will remember and apply what they
learned about the sum of the interior angles of a
triangle to these polygons.
- Students will look back at their worksheet and
analyze what they recorded about the number of
edges of a polygon and how many triangles they
could fit within each polygon.

- Students will use the formula to figure out the

sum of the measure of the interior angles of various
different polygons.

-Students will use what they have just learned to

find the measure of a missing interior angle of a
regular polygon.

-Students will practice creating concave and

convex polygons using rubber bands on their
geoboards, recognizing the difference between
them.

2 min

Now have the students move the edge of

the triangle back to its original position.
We call this a convex polygon. A
polygon is convex when every line
segment connecting any two vertices lies
entirely inside the polygon.
Give the students some examples by using
your geoboard to create various convex or
concave polygons, and then use the doc
cam to project your geoboard onto the
Smart board. Ask the students if each of
the polygons you create is convex or
concave.

- Exterior Angles of a polygon

Remember: What are the exterior angles
of a triangle and how can we measure
them?
Exterior angles are a similar concept for
all polygons. Have the students create a
polygon on their whiteboards and extend
the edges through each vertex, creating
exterior angles. Have the students find the
angle measure of an exterior angle by
giving them the measure of an interior
angle.
Give the students 2-3 more examples of
solving for an exterior angle of the given
polygon. (Examples on pg 122 Teachers
ed.)

5-7
min

1 min

-Students will determine if each polygon given is

concave or convex.

-Students will recall what they learned about

exterior angles of triangles and apply a similar
concept to the exterior angles of polygons.
-Students will draw the given polygon on their
whiteboards, and can find the measure of an
exterior angle of a regular polygon by solving for
the supplement of the interior angle at that vertex.
They will show this work on their whiteboards and
hold it up for the teacher to assess. They will
continue to work on their whiteboards for the
remaining examples.

-Students will start their worksheets and finish the

remaining problems for homework.

-Hand out worksheet (attached to this lesson) that

students can start in class and finish for homework.
3 min

Closure
(conclusion,
culmination,
wrap-up)

-Ask students what they learned about the interior

and exterior angles of regular and irregular
polygons, and ask them how they can solve for
these angles.

-Students will volunteer to describe what they

learned today and what are some important things
they should remember.

-Remind students to finish their worksheets for

homework if they did not complete them.

-Students will put their extra materials away.

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.)
This lesson was a little difficult for the students to grasp when we started with the geoboards. I had the students create
certain polygons on their geoboards using rubber bands, but when I asked students to create triangles within these polygons
in order to solve for the sum of the interior angles of any polygon, I realized that I did not explain clearly what I was asking
of them. In response, Ms. Mak and I walked around the room individually explaining and helping the students figure out how
to create non-intersecting triangles within each polygon. I was able to teach through most of the goals I had set for this lesson,
but ideally I needed more time because the students did not quite understand. I think it would have been beneficial to have
the students work with their geoboards longer because it provides a strong visual behind a formula that the students would
need to know. I was able to assess how much these students understood just by walking around the room and working with
students one-on-one as they used the geoboards and did problems on their whiteboards. For next time, I think I would teach
this lesson over 2 days for this class of 8th graders, since they could not grasp the concept of why we could figure out the sum
of the interior angles of a polygon using the number of sides of a polygon and the triangles that can be fit inside.

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