1)

PRELIMINARY INFORMATION
Name
Angelica Rinebarger
Date
November 2, 2015
Title of Lesson
Mysterious Triangles
Subject
Geometry
Grade level
4th
Time frame for lesson
1.5 hours
Objectives

The learner will be able to construct and label two triangles by the
end of class with at least 80% accuracy.

Citations

https://www.teacherspayteachers.com/Product/MeasuringIdentifying-and-Constructing-Triangles-and-Angles-431061
http://mocomi.com/bermuda-triangle-facts/
http://www.operationworld.org/files/ow/maps/lginset/bermLMAP-md.png
http://www.ilibrarian.net/flagmaps/political_world.jpg

2)

STATE STANDARDS
4.G.A.1.
Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.

3)

LESSON ACCOMMODATIONS
3.1 Lesson Content
The teacher must be able to identify and understand the differences between
points, lines, rays, line segments, and angles. Point: an exact location in space.
Line: a straight path of points that continues without end in both directions. Ray:
part of a line that has one endpoint and continues on without end in one direction.
Line segment: part of a line between two end points. Angle: formed by two rays
or line segments that have the same endpoint.
3.2 Multiculturalism and Diversity
Scenario 1: Zak has difficulty paying attention during group instruction. He is on
an IEP. This lesson has been written in order to meet his needs. He will also sit
directly in front of the teacher for the lesson to help him focus. His parents have
been sent an email of websites to use in order to help him further his
understanding of these concepts. Collaboration with specialist is as needed.
Scenario 2: Jessica and Peter are ELL and on IEPs. This lesson has been written
in order to meet their needs but it still may be difficult for them. Jessica and Peter
will be paired with a partner during guided practice for assistance (Partners:

Jessica and Hannah, Peter and Mikel). Jessica and Peter will not be scored on the
assignment, but the teacher will work with them during intervention time to repeat
the lesson in a small group for better understanding. Their parents have been sent
an email of websites to use in order to help them further their understanding of
these concepts. Collaboration with specialist is as needed.
4)

LESSON FORMAT
Set/Statement of Objective
Ask students if they have ever heard of the Bermuda Triangle. Allow students to
share their responses. Place the attached photo of the Bermuda Triangle under the
doc camera and show students where its located on the map. Begin reading the
attached document, The Bermuda Triangle, aloud to students. When youre
finished reading, ask students what they believe is the truth regarding the
Bermuda Triangle and allow them to discuss their thoughts with their partner.
After a few minutes, tell students that today theyre going to be using the
Bermuda Triangle to review points, lines, rays, line segments, and angles.
Input
1. Pass out the attached blank Bermuda Map to every student. Display the blank
Bermuda Map under the doc camera. Without showing it to the students, use the
Bermuda Map with the triangle drawn to help you draw the Bermuda Triangle on
the blank map. Have students follow along and draw the triangle on their own
blank maps.
2. First draw three points of where the lines are going to connect. Using a ruler,
connect each point with a line segment. Students should be writing theirs as well
(its okay if theirs are slightly different than yours).
3. Label each side of the triangle (look at the attached map). Students have already
learned lines, rays, angles, line segments, points, and perpendicular and parallel
lines so they should be able to tell you what each should be labeled.
4. Use the attached Second Triangle Map to draw three points and connect them (its
okay if it doesnt match perfectly). Tell students they dont need to draw this
triangle but they should be paying close attention because theyre going to be
doing the same thing in groups. Explain to students that you are drawing your
own Mysterious Triangle. Name your triangle the Duck Duck Goose Triangle
and say it is known as a place where birds fly in, but they dont fly out. A plane
load of people once saw a group of migrating ducks, flying along side them,
suddenly disappear in mid-air. Birds with attached tracking devices have
disappeared when flying through the triangle. No people, planes, ships, or fish
jumping out of the water in the Duck Duck Goose Triangle have ever
disappeared, only birds. Label the sides of the Duck Duck Goose Triangle (use
the labeled map to guide you).
5. Tell students theyre going to create their own Mysterious Triangle in their
math groups. Place a copy of the attached World Map under the doc camera and
tell students they can choose anywhere on the map to construct their triangle.
Place the attached Directions sheet under the doc camera and explain to students
theyre going to choose a place to draw their triangle, dot their three points,

connect their three points with line segments, label the sides, name their triangle,
and write a short reason for its name. Leave the instructions on the doc camera
along with the types of triangles document for students to reference. Use the fist
to five method to check to see if students know what they should be doing in
their groups (fist=no idea, five=got it). Make sure to specifically look at Jessica
and Peters (ELL students) hands to make sure they understand the lesson content.
Also, keep a close eye on Zak to make sure he is following along and paying
attention.
Guided practice/checking for understanding
1. Allow 15-20 minutes for students to work in their groups. During this time, walk
around the room and listen to the discussions to make sure students are on track.
Also answer any questions they may have.
2. When students are finished with their assignment, they will present their triangles
to class as a group. Every student needs to contribute so allow 3-5 minutes for
students to decide who is going to say what about their triangle.
3. Allow 5-8 minutes for each group to present their triangle. When all groups are
finished, students will go back to their desks.
Closure
1. Students will construct and label two triangles using the World Map individually.
Students will follow the same instructions as before except they dont need to
name their triangles or write stories about them.
2. Students will be graded on their constructing and labeling of their individual
triangles. Students may use rulers during this time.
Materials/attachments
The Bermuda Triangle document
Bermuda Map (blank)
Bermuda Map (with triangle)
Second Triangle Map
Directions Sheet
World Map
Rulers (for every student)
5)

ASSESSMENT
Method Written assignment
Students will construct and label two triangles to assess their understanding of the
concept.
Criteria for Mastery 80 out of 100 possible points.
Intervention Plan Students who do not master the objective will work with the
teacher to review lines, line segments, angles, points, and rays. The teacher will
work with the two ELL students at this time as well.

The Bermuda Triangle

Bermuda Triangle is a name that strikes fear into the hearts of those who have to travel through it.
Located in the Atlantic Ocean, the Bermuda Triangle is placed between Bermuda, Puerto Rico and Florida.
Though it is popularly known as Bermuda Triangle, it is not a triangle in reality. Neither does this area have
any particular shape, nor does it have any official boundary. The triangle does not even exist according to
the US Navy and the US Board does not recognize the name on Geographic Names.
It is said that more than 50 ships and 20 planes have gone down in the Bermuda Triangle during the last
century.
Many stories exist in every part of the world offering some really interesting explanations.
Some people believe that the Bermuda triangle is full of UFO activity and put the blame for the missing
planes and ships on the shoulders of aliens.
Others believe that this area is cursed and some ancient witchcraft practiced by the natives of this area is
responsible for the mysterious disappearance of ships and aircrafts.
There is no single theory that can explain all the incidents of disappearances, but some of the major and a
little less wacky explanations are:

Methane gases trapped under the sea floor can suddenly erupt out of nowhere. This lowers the
water density and causes ships floating atop to sink. Even planes flying over it, can catch fire and
get completely destroyed during such a massive gas explosion.
Sargasso Sea is a vast area located in the heart of Bermuda Triangle that contains large and
dense mats of Sargasso seaweed. Perhaps the ships passed through this area, got entangled in
these vicious seaweeds and sunk.
Electronic fog is a peculiar thick cloud appears from nowhere and engulfs a ship or a plane. Under
this cloud cover, the instruments begin to malfunction, because of which the aircrafts and the
ships go missing without a trace.
According to some scientists, the real culprit is an underwater volcano that is responsible for the
disappearances, while others say it was just the lack of experience on the part of the pilots and
captains of the ships; who were not familiar with the severity of the strong currents of air and
water.

All said and done, the Bermuda Triangle is still one of the most heavily travelled shipping lanes by cruise
ships. It is also a heavily flown route for commercial and private aircraft heading towards Florida, the
Caribbean and South America. The truth is yet to be unraveled before the world, but it remains a fact that
the Bermuda Triangle has taken toll of thousands of lives through unexplained events and it will remain a
source of mystery and fascination for a long time to come.

DIRECTIONS:
1.
2.
3.
4.

Choose a place on the map to draw your triangle.

Dot the three points of your triangle.
Connect the three points of your triangle.
Label the parts of your triangle (points, line segments,
angles, perpendicular lines)
5. Name your triangle.
6. Write a short summary about your triangle and its name.