Grade 6 Mathematics: Trigonometry

Unit Plan & Unit Assessment Plan

Education 3601 & 3604

Nevin Wilson & Rachel Vanderkley

February 16th 2018

 General Overview: Math 6 - Trigonometry
Unit Length: 2 Weeks

Shape and Space – Measurement

General Outcome:

Use direct and indirect measurement to solve problems.

Specific Outcomes

(1) Demonstrate an understanding of angles by: [C, CN, ME, V]

• identifying examples of angles in the environment

• classifying angles according to their measure

• estimating the measure of angles, using 45°, 90° and 180° as reference angles

• determining angle measures in degrees

• drawing and labelling angles when the measure is specified.

(2) Demonstrate that the sum of interior angles is: [C, R]

• 180° in a triangle

• 360° in a quadrilateral.

Shape and Space – 3D Objects and 2D Shapes

General Outcome:

Describe the characteristics of 3D objects & 2D shapes, & analyze the relationships among them

Specific Outcomes

(4) Construct and compare triangles, including: [C, PS, R, V]

• scalene • right

• isosceles • obtuse

• equilateral • acute in different orientation

Essential Questions:

❖ In what ways can angles be used in building things?

❖ How can an understanding of constructing triangles help us understand new ways to

develop architecture?

❖ To what extent do angles affect objects in flight ability to travel through the air?

Previous Learning:

➔ Grade 3: 2D Objects & 3D Shapes [C, CN, R, V]

(7) Sort regular and irregular polygons, including: triangles, quadrilaterals, pentagons,

hexagons and octagons according to the number of sides.

➔ Grade 5: Measurement [ME, V]

(1) Identify 90º angles

➔ Grade 5: 2D Objects & 3D Shapes [C, CN, R, T, V] [ICT: C6–2.2, P5–2.3]

(6) Describe and provide examples of edges and faces of 3-D objects, and sides of 2-D

shapes that are parallel, intersecting, perpendicular, vertical and horizontal.

Future Learning:

➔ Grade 7: Measurement [CN, PS, R, V]

(2) Develop and apply a formula for determining the area of triangles,

parallelograms and circles

➔ Grade 7: 2D Objects & 3D Shapes [CN, R, V]

(3) Determine the geometric constructions, including perpendicular line

segments, parallel line segments, perpendicular bisectors and angle bisectors

➔ Grade 8: Measurement [C, CN, PS, R, V, T] [ICT: P2–3.4]

(1) Develop and apply the Pythagorean theorem to solve problems

(2) Draw and construct nets for 3D objects

 (3) Determine the surface area of right rectangular prisms, right triangular prisms

and right cylinders to solve problems

(4) Develop and apply formulas for determining the volume of right rectangular

prisms, right triangular prisms and right cylinders

➔ Grade 8: 2D Objects & 3D Shapes [ICT: C6–3.4]

(5) Draw and interpret top, front and side views of 3-D objects composed of right

rectangular prisms

Pre-assessment:

I would check for an understanding of regular and irregular polygons, along with an emphasis on

the understanding of what triangles are. This assessment would include finding out if they have any

base knowledge on terminology connected to triangles and angles, as well as finding out if there is a

base knowledge of using a protractor and measurement. This could take place with the use of

whiteboards, worksheets and manipulatives to get an effective assessment of the classes’

knowledge. Throughout the unit and different topics, we will include pre-assessments to see where

the students are at with their learning. One example of a pre-assessment that would be used in this

unit is having the following link up on the smartboard and completing it together as a class so the

teacher can formally gage how well the students know angles and relevent terminomlgy:

http://www.nelson.com/mathfocus/grade6/quizzes/ch08/ch8_01.htm. The day before the unit begins

we will do a class Kahoot (where the students play individually), to assess where the students stand

with their knowledge on trigonometry. Moving forward,if there is a strong foundation of triangles

and angles we will be able to hit the ground running and get right into classifying and comparing

triangles and angles. There may be a need for a quick review of terminology. If there is medium

understanding of triangles and angles then there will be a need for re-teaching terminology and

reviewing what makes different angle/triangle classifications. Some students will require more

assistance in this than others whom may already have these understandings. The students that
already have the understandings will require additional activities in which they can continue their

exploration. In comparison, if there is a weak foundation the unit will require lessons starting at the

bare bones and working our way all the way up. This would include a focus on creating angles and

labelling them with the correct terminology followed by what types of angles create a desired triangle

and what classification the triangle receives. An emphasis on these learnings will be required before

moving into comparisons and summations of angles within a triangle and quadrilateral.

Formative Assessment:

❖ Geoboards for creating angles and triangles.

❖ Worksheets that can cover any areas of the unit including constructing, labelling &

comparing

❖ Matching game: a card game made-up by the teacher with vocabulary, angle numbers,

angle pictures and triangle pictures.

❖ Quizzes/Kahoot: Can be used to test where the classes’ knowledge is at and see what areas

may need to be retaught or an increased emphasis on.

❖ Exit Slips: Can be used to find out areas that may need to be reviewed more and areas in

which students would like to explore more.

Summative Assessment:

❖ Project based: Have a list of criteria that each student needs to select from to complete. I like

to have choice so I would have a list 5 angles and have them create them, label with correct

terminology as an example. Similarly have them construct a couple triangles and have them

labelled with the correct classification, angles labelled as well, show that the angles equate

to 180 and have them compare characteristics. An example of a final product could be

something as simple as a paper airplane and a video of the student constructing it.
Accommodation, Differentiation & Modification:

❖ Accommodation: Students will have multiple ways of handing things in when possible,

whether it is by geoboard, computer, written, video or verbal. When it comes to

constructing the angles and triangles it can be difficult to perform verbally or through

video as it would be through a scribe but the labelling and comparing is well suited for

many different variations. Furthermore students will be given options when possible. At

times when possible, assignments and tasks may be done verbally or digitally. If

students have ideas that they are excited about the unit plan is flexible and

accommodate for all students needs and engagement whenever possible.

❖ Differentiation: Allow for students to work in pairs, chunk the project into small specific

steps so it isn’t overwhelming and removing some aspects of the project to make it fewer

questions for certain students. A lot of differentiation, accommodation and modification

will also be incorporated to each lesson plan. As the students needs change the lessons

will change to consider the needs of the whole class. We will have tiered worksheets and

sponge activities with the hopes of keeping every student engaged and experiencing

personal learning growth in the trigonometry unit.

❖ Modification: Depending on the students current abilities just have an assignment

focused on making angles and triangles, disregard the comparing and exact angle

measurements. Students could have the option for the use of manipulatives to sort

angles or triangles into different categories based on if they look alike and not based on

actual classifications. Or if learning is further delayed a focus on classifying polygons

could be implemented in a similar way as the above project. Change to the content

would be implemented for modification if necessary.

 Desired Results

Established Goals – GLO(s):

Space & Shape (Measurement & 3D Objects & 2D Shapes)

● Use direct and indirect measurement to solve problems
● Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them

Understandings: Essential Questions:

Students will understand that…
● In what ways can an understanding of
● Angles are beneficial in many angles be beneficial to our daily lives?
aspects of life and aid students in ● How can an understanding of
understand methods of construction. constructing triangles help us
● There are many different ways to understand new ways to develop
architecture?
look at angles whether it is related to
● To what extent do angles affect objects
architecture, sports or optimal in flight ability to travel through the air?
travelling direction.
● Angles are an important
characteristic of shapes that tell us
more information about them

Prior understandings… Students will be able to…

● Knowledge of perpendicular lines, 90 ● Demonstrate an understanding of angles

degree angles and polygons. by: [C, CN, ME, V]
➔ Identifying examples of angles in the
● Grade 3 2D Objects & 3D Shapes: environment
(7) Sort regular and irregular ➔ Classifying angles according to their
polygons according to number of measure
sides, including: triangles, octagons ➔ Estimating the measure of angles,
quadrilaterals, pentagons, hexagons, using 45°, 90° and 180° as reference
according to the number of sides [C, angles
CN, R, V] ➔ Determining angle measures in
degrees
● Grade 5 Measurement: ➔ Drawing and labelling angles when the
measure is specified
(1) Identify 90º angles. [ME, V]
● Demonstrate that the sum of interior angles
● Grade 5 2D Objects & 3D Shapes
is as follows: [C, R]
(6) Describe and provide examples ➔ 180° in a triangle
of edges and faces of 3-D objects, ➔ 360° in a quadrilateral
and sides of 2-D shapes that are ● Construct & compare triangles in different
 parallel, intersecting, perpendicular, orientation, including: [C, PS, R, V]
vertical and horizontal [C, CN, R, T, ➔ Scalene
V][C, CN, R, T, V] ➔ Isosceles
➔ Equilateral
➔ Right
➔ Obtuse
➔ Acute

Where does this lead?

● Grade 7 Measurement:
(2) Develop and apply a formula for
determining the area of triangles,
parallelograms and circles [CN, PS,
R, V]

● Grade 7 2D Objects & 3D Shapes

(3) Determine the geometric
constructions, including parallel line
segments, perpendicular line
segments, perpendicular bisectors
and angle bisectors [CN, R, V]

● Grade 8 Measurement
(1) Develop and apply the
Pythagorean theorem to solve
problems.[CN, PS, R, T, V] [ICT: P2–
3.4]
(2) Draw and construct nets for 3D
objects [C, CN, PS, V]
(3) Determine the surface area of:
right rectangular prisms, right
triangular prisms and right cylinders
to solve problems [C, CN, PS, R, V]
(4) Develop and apply formulas for
determining the volume of right
rectangular prisms, right triangular
prisms and right cylinders. [C, CN,
PS, R, V]
Learning Assessments
Outcomes
Title White Work Kahoot Quizzes Exit Project Unit
boards sheet Slip Test

Type F F/S F S F S S
(Formative/
Summative)

(SO #1) Demonstrate an

understanding of angles by:
• identifying examples of
angles in the environment
• classifying angles according
to their measure
• estimating the measure of
angles, using 45°, 90° and
180° as reference angles
• determining angle measures
in degrees
• drawing and labelling angles
when the measure is
specified.

(SO #2) Demonstrate that the

sum of interior angles is:
• 180° in a triangle
• 360° in a quadrilateral.

(SO #4) Construct and

compare triangles, in different
orientations, including:
• scalene
• isosceles
• equilateral
• right
• obtuse
• acute
Assessment Tool Overview
Assessment Tool Brief Description Assessment Assessment Assessment OF
FOR Learning AS Learning Learning

Whiteboards Whiteboards can be utilized for review

purposes to get a quick view of how
students are progressing in a unit and
can also be useful in completing a pre-
assessment before entering the new
unit. By having the students complete
a task on the whiteboard and holding it
up for us to see from the from we are
able to create a formative assessment
quickly without the students feeling the
pressure of answering a question in
front of the class. This is assessment
for learning as it will help guide future
lessons by getting a quick
understanding of how students are
progressing in the previous learning.

Worksheets Worksheets can be very beneficial in

helping students learn and give us a
good understanding of where they are
in the current understanding of the
topic being worked on. This can be an
assessment for learning as it doesn’t
always need to be used for marks and
can be handed in just to see how well
the students are grasping new
concepts. It can also be assessment
as learning as the students are able to
complete the worksheet and reflect on
the areas that are hard or easy as well
as compare to a checklist to ensure
that they remembered all steps or if
there is an area in which they need to
enhance their answer. It will also be
assessment of learning as they can
complete them as an assignment and
hand them in to be marked. These
 would be marked in a checklist rubric
format to see if all steps and
specifications have been followed or
met.

Kahoot Quizzes This can be a fun introduction to

material as pre-assessment as well as
used to review material before an
upcoming quiz or test. It is
assessment for learning as it will give
a good idea as to whether the
students understand the material in a
fun test environment.

Quizzes Quizzes are a great way to prepare

students for larger tests and allows
them the opportunity to see where
they currently are in understanding the
material. It is assessment for learning
because it will show us if the class is
ready to move on to bigger things or
ready to be tested on the material or if
the class really isn’t remembering the
material and require additional classes
to relearn it. It can also be assessment
as learning as it can be handed back
to them to review and change answers
that they feel might be wrong after
reflecting on the material and
questions answered. It is also
assessment of learning as the quiz
will be taken in for marks. It will again
be marked via checklist rubric.

Exit Slip This is a nice way to get quick

feedback from the class as to how
they are feeling about the material and
also ask quick questions that can
inform us as to if they retained the
information presented in class. This is
assessment for learning as it will
guide the following class based on
what types of answers are seen on the
slips.
Project The unit project will allow the students
to have some freedom and fun with
what they have learned in class.
Students will demonstrate their
newfound knowledge about triangles
and angles through individualistic
interactive ways in which their
personalities can come out. This
project will be marked with an analytic
rubric to ensure the students are
showing complete understanding of
the concepts and methods
incorporated in triangles and angles.
This is assessment of learning. This
will also be assessment as learning as
the students will be given a checklist
in which they can feed off of to
develop their understandings and
reflect on their knowledge learned in
the unit.

Unit Test The unit test will have some overlap

of what is assessed on the project
while covering the final outcomes that
were not incorporated. This will be
assessment for learning since if there
are areas of the test which are poorly
completed there will be opportunities
to incorporate them and reteach in
following units to ensure the outcome
is met. It will also be assessment of
learning as it will be used for marks to
assess their knowledge of the overall
unit. It will be marked via checklist
rubric.
 Lesson Plan #1:
Grade 6 Trigonometry
Shape & Space (3D Objects & 2D Shapes)

Stage 1: Desired Results

Learning General Outcome:

Outcomes Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them.

Specific Outcome:
(4) Construct and compare triangles, including:
• scalene
• isosceles
• equilateral
• right
• obtuse
• acute in different orientations

Students will understand that… Essential Questions:

● Triangles can be constructed within ● What is the fewest number of lines

other triangles with the use of a needed to construct every type of
single line. triangle within an equilateral triangle?
● Triangles have many different ● How many different designs can be
characteristics made with only 5 lines?
● There are different types of ● To what extent does an
triangles understanding of how to create
triangles optimize our use of our
surrounding environments?

Students will know… Students will be able to…

● The differences between triangles ● Compare and construct each of the

based on their characteristics different types of triangles
● The different triangles and their ● Identify triangles by their properties
designated categories and characteristics
 Stage 2: Assessment Evidence

Summative ● None for this Formative ● White Boards

particular lesson as it ● Worksheets
Assessment is only the first of the Assessment ● Discussion
trigonometry unit

Stage 3: Learning Experience

Tech -Connect computer & Resources -Mini whiteboards -List of angles and
to Do project inquiry image to Bring -Whiteboard triangles to call out for
of triangles on markers part 1
smartboard -Triangle challenge
-Triangle puzzle

Time: 50 min. Content/Description Notes

Introduction:

-How many equilateral triangles do you see? - -An opener to get the
Have the following image up on the smart brain thinking in a
board and ask the students: How many simple way. That also
equilateral triangles do you see? engages the students
7 minutes -Let them try and solve it independently at first
and then at 3 minutes they can share with -Accomodation/
partner and try and differentiation: Have the
see if they can arrive image available on
at the same answer hard copy for students
that need it or work
Answer: 48 (Have a better with a hard copy
class discussion
taking a few
answers and
different strategies)
 Body: -Mini whiteboards-
Students will draw
Part 1: Review different triangles on
● For each of the following get them to draw it white boards and hold
with a partner to see if they remember up to formatively
6 minutes ● What are the types of triangles and angles? assess. They will do
(Part 1) ○ Scalene this in partners for the
○ Isosceles first part and
○ Equilateral individually for the
○ Right second
○ Obtuse
○ Acute -Differentiation: Allow
● After the students draw each triangle ask certain students who
them to explain the characteristics need help to work in
● What are the properties of the triangles? partners
How can they be compared? How many
congruent sides/angles? -Make observations as
● Ask the students if anyone knows the the class holds up their
signs/symbols that represent congruence? triangles and anecdotal
○ Equilateral – all angles/sides equal notes of students whom
○ Isosceles – 2 angles/sides equal are having confusion of
○ Scalene – no angles/sides equal the terminology. Walk
around the room and
Part: 2: Assess help students who need
● Now that they have reviewed the
content, using whiteboards have the -Is it possible to create
7 minutes students individually draw angles and every triangle type
(Part 2) triangles that are called out. using only 5 lines? If
● Leave visuals without labels on the not how many lines are
board from what was went over during required?
the review as reference points. Is there more than one
way? How many ways
Part 3: Explore can you do it?
● Complete Triangle challenge: Think, What is the fewest lines
Pair, Share you can use to make
20 minutes ● Hand out sheets with a single equilateral every triangle?
(Part 3) triangle. Students can draw only 5 lines What types of triangles
inside the triangle and the only shape are found? Can
being made can be a new triangle. students distinguish
Students will attempt to create every between triangles? Can
 type of triangle using just the 5 lines. students accurately
● Students must label triangles as describe similarities or
Scalene, Equilateral, Isosceles differences between
● Classify the triangles seen,make some different triangles?
simple comparisons, how many
different/similar triangles are there? Differentiation:
Give student a guide to
Wrap Up: follow when drawing
● After 10-15 mins (when the class starts the lines. Allow for
getting restless) tell students to go into unlimited lines to be
elbow partners and collaborate on their used. Give student a
answers. Spend 5-10 minutes as pairs focus of creating one
allowing for collaboration and discussion specific type of triangle
to improve their design/methods. If there at a time.
is good discussion occuring allow for
5 minutes extra partner time or if students are -If this class discussion
(Wrap Up) getting off topic post draw photos of happens: take note of
triangles on the whiteboard and have the difference in
kids say what kind they are with hands understanding since
● Talk about triangle differences and the pre-assessment
characteristics. Have a volunteer give an
overview of what we did today:
worksheet/discuss comparisons made
between triangles/whiteboard drawings

Extra Time One thing that you are

● Sponge activity in case there is extra really getting and one
time: Give each student a small slip of thing that you could use
5 minutes paper with a triangle and ask them to more help with. Use the
name the type of triangle and its exit slips to formatively
characteristics (anonymous). assess areas of
weaknesses/strengths
Closure of the class which will
● Exit slip: Ask students to answer the guide the rest of the
=50 minutes questions written to the right here → units progression.

Unit Plan
 Title of Unit Shape and Space Grade Level 6
(Measurement & 3D
Objects & 2D Shapes)

Subject Mathematics Time 2 weeks

Angles and Triangles
Frame/length
of unit

Developed By Nevin Wilson & Rachel Vanderkley

Stage 1 - Identify Desired Results

Cross Curricular Competencies

How will this unit promote the CCC?

Through variation in activities and assessments this unit will promote all of the Cross Curricular
Competencies at one point or another. With this considered however, the four competencies we are
targeting most are creativity and innovation, critical thinking, collaboration and communication. Through
our planned unit students are given the opportunity to brainstorm and transform objects and think
creatively. One example of creativity and innovation included in this unit plan is an airplane activity
which has students creating their own airplanes. They will have also have to be creative and apply
ideas to estimate angles while playing games such as Kahoot and a matching find-your-angle-partner
game. These activities and formative assessments also require a lot of collaboration and teamwork with
peers in the classroom. Students will use critical thinking and collaboration again when they review the
different types of triangles. These same students will then practice these same competencies when the
calculate as well as learn about the sum of interior angles. Many of the planned assessments and
learning activities incorporate critical thinking and communication. Students will practice respect and
responsibility when working with others and consider the perspectives of their peers through multiple
Think, pair, share activities, class discussions, worksheets, paired assignments and even the creation
of a video and project. This project mentioned is included at the end of our unit not only to promote
collaboration if the students choose to do it in pairs but also creativity & innovation and critical thinking.
A final project asking students to do things such as construct five different angles promotes multiple
competencies in just one project alone.
Main Competencies promoted:
What are the main CCC’s promoted within the unit?

● Creativity and Innovation (CI)

● Critical Thinking (CT)
● Collaboration (CL)
● Communication (CM)

General Outcomes

Measurement:
● Use direct and indirect measurement to solve problems.

3D Objects & 3D Shapes:

● Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among
them

Specific Outcomes

Measurement:
(1) Demonstrate an understanding of angles by: [C, CN, ME, V]
• identifying examples of angles in the environment
• classifying angles according to their measure
• estimating the measure of angles, using 45°, 90° and 180° as reference angles
• determining angle measures in degrees
• drawing and labelling angles when the measure is specified.

(2) Demonstrate that the sum of interior angles is: [C, R]

• 180° in a triangle
• 360° in a quadrilateral.

3D Objects & 3D Shapes:

(4) Construct and compare triangles, including: [C, PS, R, V]
• scalene
• isosceles
• equilateral
• right
• obtuse
• acute in different orientation
Enduring Understandings Essential Questions

Students will understand that… Content specific….

(What understandings about the big ideas are
desired? What you want students to understand & ● In what ways can an understanding of
be able to use several years from now?) angles be beneficial to our daily lives?

● Angles are beneficial in many aspects of life FNMI, multicultural, cross-curricular…

and help to understand methods of
construction. ● How can an understanding of
● There are many different ways to look at constructing triangles help us understand
angles whether it is architecture or sports or new ways to develop architecture?
optimal travelling direction. ● To what extent do angles affect objects in
● Angles are one of the different characteristics flights ability to travel through the air?
of triangles and there are many different types ● How do other parts of the world measure
angles and other characteristics of
of triangles with different angles and features
shapes?

Related misconceptions…
(What misunderstandings are predictable?)

● If an angle is rotated it changes the angle

● Angles in a triangle add up to 360 degrees
● A larger space means a larger angle
● Base and height are the same
● Triangles always have one point at the top
and two at the bottom
● It’s called a right angle because it is on the
right (no left angle)
● Protractors have to be placed horizontally, no
matter the angle being measured

Knowledge: Skills
What knowledge will student acquire as a result of this unit? What skills will students acquire as a result of this unit?
This content knowledge may come from the indicators, or might List the skills and/or behaviours that students will be able
also address prerequisite knowledge that students will need for to exhibit as a result of their work in this unit. These will
this unit come from the indicators.
Students will know… Students will be able to…

● Characteristics of different angles ● Classify and measure angles

● Angles have beneficial uses in daily activities ● Identify angles in the environment
● 180 degrees in a triangle, 360 in a ● Draw and label specified measures
quadrilateral ● Show that interior angles equal 180 in
● What a 90 degree angle is triangles and 360 in quadrilaterals
● Estimate a given angle compared to a
reference angle

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:

● achieve the desired results identified in Stage 1?
● equip students to complete the assessment tasks identified in Stage 2?

● Where are your students headed? Where have they been? How will you make sure the
students know where they are going?
● What experiences do the learners bring to the unit? How have the interests of the
learners been ascertained? Have the learners been part of the pre-planning in any way?
● What individual needs do you anticipate will need to be addressed?
● Learning environment: Where can this learning best occur? How can the physical
environment be arranged to enhance learning?

This unit will create unique and fun opportunities to explore the benefits of an increased knowledge of
angles and triangles. There will be a strong focus on constructing and manipulating them so that they
are easily comparable to our everyday environments. Our first lesson will give an understanding of what
students have learned in previous years and guide the proceedings of the unit. The students will be
informed of where this leads by incorporating opportunities to build and relate the unit to our
surrounding environment. This will be a learning environment of many contexts as there will be equal
opportunities of individual learning and collaborative learning, while creating an environment that allows
for freedom of movement. Students will have an opportunity to physically get up and move during their
exploration in the unit. Individual needs will range from ability to comprehend terminology to the fine
motor skills required to create paper airplanes. These will be tackled by use of differentiation and
accommodation to assist each individuals specific needs whether it is assistance with folding or
measuring, or creating visual definitions that the student can more easily relate to.
 # Lesson Title Lesson Activities CCCs Assessments

1 Pre- Whiteboard review CT, CL, F-

assessment Creating triangles within an CM, CI Whiteboard
SLO 4 equilateral triangle. Worksheet
See completed lesson for in-depth Exit slip
layout.
The CCC’s will be apparent during
the triangle challenge where students
will collaborate to make reasoned
judgements and an innovative
process to create new triangles
through strong communication.

2 Angle Discussion of angle classifications. CL, CM F-

Terminology As pairs, go outside or within school Worksheet
SLO 1 for a walk and find different angles in Exit slip
objects. Classify them on sheet or if
school has the technology use tablets
to make videos with the angles.
Exit slip checking understanding of
angle classifications.
Communication and collaboration will
be a focus as the students will work
together to find angles and make
proper classifications based on their
findings and newly acquired skills.

3 Protractor Class overview of how to use a CM F-

Use protractor. Worksheet
SLO 1 Using kinex as manipulatives
students will have different types of
triangles in which they can take apart
and draw an angle similar to the one
removed from a given triangle. The
student will then measure the angle
they created with a protractor and
record.
Communication is the focus in this
 lesson to get across their
understandings of angle
measurements.

4 Paper The class will start off by practicing CI, CT F-

Airplanes use of the protractor for creating Worksheet
SLO 1, 4 given angles on a worksheet. The Airplane
activity for the day will be creating
paper airplanes that include a given
angle. There will then be an airplane
flight test to see if the different angles
affect the flight of the plane.
Innovation and critical thinking will be
apparent during this activity as the
students will be challenged to
optimize a paper airplanes flight
through the use of different angle
creations.

Resource:
https://www.origamiway.com/paper-
airplanes.shtml

5 Angle Kahoot quiz - this quiz will include CM, CT, F-

estimation to angle classifications at the beginning PS Kahoot
45, 90, and and will go into estimation using other Game
180 degree given angles as a reference. Students
references will also play a game where they are
SLO 3 given an image of an angle and with
45, 90 and 180 references they will
be asked to estimate the angle that
they have. Afterwards they will need
to find a peer in the room who has
their angle written out in degrees.
This peers will meanwhile be trying to
do the same using a photo of an
angle on the other side of their sheet.
If there is time we will do this activity
twice. To end class the students will
 talk to a partner about strategies they
used to estimate the measure of
angles using 45°, 90° and 180° as
reference angles.

6 Bridges - Quiz on SLO 1. CM, CI F-

angles adding Hook - Show bridge architecture from Worksheet
to 180, 360 around the world. There will be a brief Exit slip
degrees discussion on how interior angles of S-
SLO 3, 4 triangles add up to 180 and Quiz
quadrilaterals add up to 360.
Following the discussion students will
complete a worksheet where there is
a picture of a bridge and some angles
given. Students will need to find
missing angles to show that the
interior angles add to 180 in the
triangles and 360 in the
quadrilaterals. The second part of the
task students will draw their own
bridge and include the angles that
they created.
Communication will be a focus in
demonstrating the students
understanding of the sums of interior
angles, while there is also an
opportunity for creativity and
innovation while drawing their own
bridge design.
Exit slip on interior angles and
triangle classifications to prep for next
class.

7 Comparisons Another review will be completed on CL, CT F-

Movie types of triangles and learn how to Worksheet
Blueprint make comparison of them. Students
SLO 4 will split into groups to create
triangles of different kinds, recording
them on a provided worksheet. The
students will make comparisons of
 these triangles and hand the sheets
in at the end of class to be reviewed
and feedback provided.
Collaboration and critical thinking will
be apparent in this lesson as the
students will have to work together in
order to come up with comparisons of
triangles using reasoned judgement
and extend their understandings of
triangle classifications.

8 Movie This class will start by students using CL, CI, F-

Creation the feedback to complete their CT, CM Video
SLO 4 comparisons and create a video (worksheet)
describing the comparisons they S-
found. The students will include a Quiz
visual of each triangle whether it is
drawn or constructed out of a
manipulative like the kinex. Students
will have freedom to explore in their
construction and are encouraged to
have all triangles being compared
within a single image or object.
Furthermore, collaboration and critical
thinking will be continued from the
previous lesson in creating
comparisons and extended into
creating a video in which creativity
and communication of concepts will
be on full display.
Quiz SLO 3, 4.

9 Unit Project Building off the movie creation CM, CI, F-

SLO 1, 3, 4 students will work on their final CL Project progress
project.
Focus on parts of SLO 1,3 and all of
SO4.
Given 5 angles: create them, label
with correct terminology. Construct 5
triangles and have them labelled with
the correct classification, angles
 labelled as well, show that the angles
equate to 180 and have them
compare characteristics. Students are
encouraged to find a unique way of
presenting their knowledge through
this project, like creating a paper
airplane or a bridge blueprint.

10 Unit Project Complete task from class 9. CM, CI, F-

SLO 1, 3, 4 Exit slip to check on any student CL Exit Slip
preferences for the final review. S-
Project

11 Review During this class any areas of CM, CI F-

Class concern resulting from the unit project Worksheet
Answer extra will be addressed. There will be
questions stations around the room in which
SLO 1, 3, 4 students will have the freedom to
review areas in which they may feel
overwhelmed. Stations will include
manipulatives and worksheets, such
as: kinex, interior angles of bridges,
paper airplanes. Students will be free
to explore upon the completion of the
whole class review at the beginning of
class.

12 Unit Test All of SLO 1, 3 will be covered. While CM, CT S-

SLO 1, 3, 4 SLO 4 will have a stronger emphasis Test
on making comparison of triangles
rather than constructing, some
constructing will still be included.
 Rationale:

Within this grade six triganomatry unit our main goal was to teach students the content while
also keeping them engaged and meeting the learning needs of all students in the classroom.
Managing all three of these things is a difficult task but is also vital for a successful unit plan.
Throughout the creation of this unit we wanted to ensure that we nurtured and promtoted
diversity and honoured each possible students identity, this can be more of a challenge in
mathematics. As we have been learning throughout the semester, learning happens when
the students feel included in a welcoming enviornment. “If the students’ social and cultural
values are encouraged and supported in the mathematics classroom, through the use of
contexts or through an acknowledgement of personal routes and direction, then their learning
will have more meaning” (Boaler, 2000, p. 17). To accommodate for all the diversity that will
be in the classroom, this unit will include culturally relevant lessons embedded with
conversations on considering diverse perspectives and analyzing various ways in which
decisions can be made. An example of this can be found in one of our essential questions
where we ask students how they think shapes and angles are measured in other places
around the world. Teachers need to remind students of global citizenship and “match their
teaching styles to the culture and home backgrounds of their students” (Ladson-Billings,
2001, p. 75). With conversations like these we can encourage an inclusive learning
environment in a mathematics classroom. Furthermore, teachers can alter the physical space
of a classroom to meet the needs and diversity of all students. Having posters with diverse
student faces hanging around the classroom or seating supportive peers next to exceptional
students are ways we would alter the physical space of the classroom during this unit to
enhance learning of the content. This unit planned has a strong alignment between the
outcomes, which includes the understanding of angles and constructing and comparing
triangles, and the students performance assessment and learning experiences. By the end of
the unit students will have experienced a variety of assessments and learning activities and
because of this they are more likely to reach the desired outcomes. Through the use of
experiences and assessments such as Kahoot, tablets videos, think-pair-share activities, unit
tests, a final project and even an activity requiring students to create a paper airplane using
angles students have a much better chance of learning the material and meeting the
outcomes compared to if they only had selective activities and assessments. Each lesson we
have planned will strongly align with the outcomes. For example the questions in the Kahoot
quiz and the steps for the final project will coincide almost perfectly with the designated
outcomes. Additionally, by not trying to cover an unreasonable amount of outcomes in just
one short unit, we were able to easier ensure students were meeting the outcomes within the
unit plan and unit assessment plan. By having things such as: a variety of formats available
for students, tiered assessments, an inclusive environment, a supportive community, graphic
organizers, displayed schedules, brain breaks, sponge activities and easy to read
expectations we will hopefully be able to reach the students and aid any in need of
differentiation or accommodation. This includes students who need a challenge, and as we
have stated earlier, there will be many sponge activities, tiered assignments and extra work if
these students. If any student where to need modification to the curriculum content, we
would sit down with the student and their support system and modify the content according to
the students needs. There is always things we can do to aid students in their learning, for
example if a student is a blind, we would sit them at the front of the class and provide
manipulatives so they could feel the differences in the triangles. Within this unit plan we have
incorporated Geoboards, tablets, digit resources, Kinex, movies, books, images and more to
make sure that students have ample ways to view triangles and angles. When the general
outcome is describing the characteristics of 3D objects it is helpful for students to have 3D
objects to work with. If students learn better using resources such as these, we will have
them available whenever needed. We have also tried to incorporate a variety of not just
teacher directed but also student centered instructional approaches. Many lessons we have
planned center around inquiry tasks or collaboration with peers. Additionally, each of the
lessons we have planned builds off of the lesson prepared previously. Starting with a pre-
assessment in lesson 1 on how well the students know the different types of triangles
(Scalene, isosceles, etc.), the second lesson builds off of that with the introduction of
important terminology. The reason we planned our lesson this way was with the hopes of
building fluency with conceptual understanding. At the end the students will then hopefully
have the ability to write a unit test and design the final project. Through conversations,
observations and a collection of products it will be easier to see student’s progress.
Formative assessments such as Exit Slips help to “identify learners’ current level of
performance” (Assessment for learning, Kolohon, 2014), the teacher is able to gage how the
class is feeling and this can be very beneficial. These reflection assessments also forces
students to think about their learning and to self-monitor and reflect on how they are feeling
about their metacognitive process (AB gov, p. 65, 2006). Throughout the unit students
practicing their competencies and with the use of various lesson plans and activities we
ensure that each competency is practiced more than once. The four main competencies we
wanted students to develop and apply were Creativity, Innovation, Critical Thinking,
Collaboration, and Communication. Overall, within our unit plan we have aimed to
incorporate effective mathematics teaching practices that we have learned over the
semester. These include asking purposeful questions about the characteristics of triangles
and angles and implemented tasks promoting innovation, reasoning and problem solving
such as the creating of a paper airplane. After getting to know the students and their specific
learning needs it’s possible that lesson plans may change in hopes to link the curriculum to
the real interest of the students. With such a variety of activities, assessments and resources
however it is likely these students will be engaged. Our biggest hope is that we have created
a unit that will benefit all students learning and keep them engaged. We tried to implement
rich learning opportunities and choose assessments that give students valid opportunities to
demonstrate their learning.
 References:

Gareis, G. & Grant, L. (2015). Teacher-made assessments: How to connect

curriculum, instruction, and student learning (2nd Ed.). New York: Routledge.

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring

mathematical success for all. Reston, VA: Author

Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M., McGarvey, L. M., & Folk, S.
(2017). Elementary and middle school mathematics teaching developmentally (Fifth
Canadian ed.). Toronto: Pearson.

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https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-
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