5E Lesson Template

LESSON PLAN # 1
ClassDay/Time: M/W 9:30 am

teachHOUSTON Student Name: Michelle Largent & Ashley Hornsby

Title of lesson: Triangles VS Angles

Date of lesson: March 26, 2010

Length of lesson: 45 minutes

Description of the class:

Name of course: Math
Grade level: 6th
Pre/AP, Honors, Advanced, Academic: Academic

Concept Statement
We are going to teach the students how to classify and determine the different types of angles and
triangles. This information is very useful to students when they study geometry and algebra. It can also be
applied in science such as physics. It is also seen in the professional world. You use triangles and angles
in architecture, interior design, surveying, construction, and even art projects. It will help build students
knowledge for finding area and identifying distance and location on graphs.

Source of the lesson: Handouts from Mentor Teacher

Resources, materials, handouts, and supplies needed:

For the teacher: Power Point

For each student: Evaluating knowledge sheet (2)

For each group: Paper bag with cards, group classification sheet, Protractors, I Spy
sheet

Advanced Preparations: E-mail teacher power point, prepare picture bags, & make copies of
all handouts

C:\Users\Michelle\
Documents\Lesson One.ppt
Power Point :

Accommodations for learners with special needs (ELLs, Special Ed, 504, G&T)
Talk to your teacher – this should be general (no individual student names)
Dyslexia- No accommodations
We do not know the specific child. Teacher did not give us any changes that needed to be
made to accommodate that child.
TEKS # Student Expectation Sample TAKS Problem
Use angle measurements to Question 44 – 2004 Released Taks Test Grade 6
Student Expectation: 03 – 6.6A
6.6A classify angles as acute, obtuse, or
The angle at each vertex of a regular octagon is
right. 135°.

What type of angle is at each vertex of a regular

octagon?
A Obtuse Correct Answer
B Right Incorrect Answer. A right angle is 90°.
C Straight Incorrect Answer. A straight angle is 180°.
D Acute Incorrect Answer. An acute angle is less
than 90°.

Identify relationships involving 2003 Released Test 6th Grade

6.6(B) identify relationships involving angles in
6.6B angles in triangles and triangles and quadrilaterals
quadrilaterals. Triangle XYZ is an isosceles triangle. If the measure
of ∠ Z is 32°, what is the measure of ∠Y?

F 32° Did not identify angle relationships in an

isosceles triangle: assumed that all the angles
triangle would have the same measure and chose
the number given in the figure
G 74° Did not identify angle relationships in an
isosceles triangle: used deductive reasoning,
definition of an isosceles triangle, and prior
knowledge that the sum of the angles of a
is 180 degrees to determine the measure of the
angle:
1. Isosceles triangles have two sides that are equal.
2. If the two sides are equal, the triangle would also
have two angles that are equal.
3. When the angles of a triangle are added together,
the sum is 180.
4. To find the measure of the angle, 32 should be
subtracted from 180 and the answer
divided by 2 for the one of the two missing equal
angles.
 5. 180 – 32 = 148 and 148 ÷ 2 = 74
Note: TAKS items can require student to use
information from TEKS and deductive reasoning
to solve problems in a new situation that is not
specific to the TEKS; therefore, students
be given opportunities to use deductive reasoning as
part of the regular instructional program.
H 148° Did not identify angle relationships in an
isosceles triangle: subtracted the given angle
degrees from the total of 180 degrees in all the
angles in a triangle but failed to divide
find one of the two remaining angles.
J 164° Did not identify angle relationships in an
isosceles triangle: used 360 for the sum
measures of a triangle rather than using 180;
therefore,
360 – 32 = 328 and 328 ÷ 2 = 164.
A triangle has angles measuring 45° and 55°. What
is the measure of the triangle’s third angle?
A 80° Correct Answer
B 100° Incorrect Answer. Added 45 + 55 = 100
C 125° Incorrect Answer. 180 – 55 = 125.
D 135° Incorrect Answer. Multiplied 45 x 3 = 135.

Objectives Evaluation Questions

Write objectives in SWBAT form Each question should match the written objective
1 Students will be able to evaluate an If you have a triangle with two angles that measure
angle given the measurement. 45 degrees, what is the measurement of the other
missing angle?
2 Students will be able to compare Look at all the given triangles, which ones are acute,
different triangles. right, or obtuse?
3 Students will be able to explain the Look at all the given angles, which angles are right,
difference between different obtuse, and acute. Identify which are complimentary
angles. supplementary or congruent.
 Five-E Organization

Objective Statement: Today we are going to discuss angles and triangles. Now lets
warm up our minds with these three riddles about our topic..
ENGAGEMENT Time: 5 Minutes
What the Teacher Probing/Eliciting Questions
What the Students Will Do
Will Do and Students Responses
The teacher will read Does anyone know if there are The students will be able to
the triangle riddles different types of triangles? visually see the riddles on the
aloud from the power There are triangles that have a 90 power point while the teacher
point for the students. degree angle. reads the riddles aloud.
There are triangles that have one
The riddles are really wide angle and some that The students will talk with their
related to the topic so have all small angles. tables and try to figure out the
this will show the (The students answer shows answers to the riddles.
teacher if any observation of the types of triangles
students have prior without knowing their technical The students will be able to share
knowledge of names.) their answers to the class before
triangles and angles. the real answers are given.
Are there different types of angles?
Yes there are square angles (right)
wide angles (obtuse) and small
angles (acute).

Is there a type of triangle that has

two equal sides?
Yes an Isosceles triangle.
Transition Statement
Triangles and angles are used in many things. We are going to discuss some of the differences
and similarities with triangles and angles.

EXPLORATION Time: 5 Minutes

Probing/Eliciting
What the Teacher Will Do Questions and What the Students Will Do
Student Responses
Teacher will give each group a What are the similarities A student will volunteer to read
paper bag with cards in it that and differences in the the first half of the group’s
contain different types of triangles? directions on how to do the
triangles and angles. (Includes: Some of the triangles activity. (In red on the power
right, obtuse, and acute angles open wider in one angle. point slide with the game rules.)
and triangles. Each group’s Some of the triangles
cards will be a different color.) have two equal angles. The students will listen to the
teacher read the second half of
The teacher first will chose a What are the similarities the directions and observe them
student to read the first part of and differences with the with the power point.
the game directions. Then read angles? Students will be in groups of
the second half of the directions Some of the angles are four. Each group will look at the
to the students. small and some are cards in their paper bag and try to
bigger. separate them in more than 2
Teacher will observe by groups.
walking around and asking the Are there similarities
groups about what relationships between the angles and The youngest person will write
the students are considering to the triangles? on the group worksheet what
put the different cards in. The triangle has an angle groupings they chose and why
that is equal to the 90 they chose them.
degree angle picture.
This triangle has all
corners like this small
angle.
C:\Users\Michelle\
Desktop\UH 2010\TeachHouston\Step 2\Lesson one\ga
What relationships
Game Cards
between the different
angles in the triangle do
you observe?
In a triangle that contains C:\Users\Michelle\
90 degrees the other Desktop\UH 2010\TeachHouston\Step 2\Lesson one\W
angles are small. That is Activity Sheet
the same with a triangle
that contains a wide
angle. It looks like all
triangles contain two
small angles and one that
is small, wide, or 90
degrees. (The student now
is noticing the angles in a
triangle as individuals
and able to compare them
individually to other
angles of triangles.)
Transition Statement
Now that we have put our cards in different groups, I want you to describe How you separated
the cards. Each group will explain their findings so we can observe the different ways to group
triangles and angles.

EXPLANATION Time: 10 Minutes

Probing/Eliciting
What the Teacher Will Do Questions and What the Students Will Do
Student Responses
The teacher will announce What groups did you put The student speaker will show on
when the time is over and will your cards in? the projector the way they
have each group’s speaker We made three groups. grouped there cards and explain
stand and explain to the class We put one group with what their group wrote on the
how they grouped their cards small angles and triangles worksheet.
and why. with small angles. The
second group has only big Students will be given the
The teacher will ask the angles and triangles with opportunity to ask each other
students questions about their a big angle. The last questions about the different
groupings after each group we have the 90 answers after each presentation.
presentation. degree angle and the
triangle with a 90 degree
angle.

Now that we have seen

other groupings, would
you change the way that
you grouped your cards?
Why?
I would change them to
the three groups with
similar angles because it
makes more sense. They
have more similarities.
Transition Statement
Now we know the different possible ways to group triangles and angles, we will discuss how
triangles and angles are grouped in geometry.

ELABORATION Time: 20 Minutes

Probing/Eliciting
What the Teacher Will Do Questions and What the Students Will Do
Student Responses
Teacher will talk about the How many different The students listen and answer
different types of triangles and angles can you have? several questions during the
angles, and how to find a Three angles, obtuse, teacher’s explanation.
missing angle in a pair of acute, and 90 degrees.
angles or a triangle. The The will be separated into pairs
discussion will also involve the Can you use these angles (their choice) and asked to find
students to answer question in a triangle? examples in the class room of the
during the explanation. Yes a triangle contains different triangles and angles.
three angles. The will also be required to use a
The teacher hands out the I Spy protractor to measure angles to
worksheets. Can you have more than determine the classification of
one obtuse angle in a their findings.
The teacher shall walk around triangle?
and ask questions about what No because then all the
the students are observing, angles wouldn’t add up to
measuring and recording. 360.
 Where else in the world
do you see triangles or
C:\Users\Michelle\
angles? Desktop\UH 2010\TeachHouston\Step 2\Lesson one\I
The clock makes different
Activity Sheet
angles with the minute
and hour hands.
You can see them in
furniture. Tables and
chairs legs look like right
angles.

How can knowing about

angles help us in real
life?
They can help you build
things like birdhouses or
houses.
Transition Statement
Now we have learned the different types of angles and triangles, different ways to group them,
and how to find a missing angle. Let’s see what you have learned.

EVALUATION Time: 5 Minutes

What the Teacher Will Do What the Students Will Do
Teacher hands out worksheet to
evaluate the students
understanding of the lesson C:\Users\Michelle\
Desktop\UH 2010\TeachHouston\Step 2\Lesson one\Tr
after it is taught.

 Where do I belong?
In your bag you have different pictures of angles and triangles. With your group discuss
how you could group these in more than two groups. Write on your paper what groups you
made and why.

1._________________________________ 2._________________________________
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3._________________________________ 4._________________________________
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5._________________________________
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6._________________________________
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1. Acute angle: ______________________________________________
a. Measure: __________

2. Right angle: _______________________________________________

a. Measure: __________

3. Obtuse angle: _____________________________________________

a. Measure: __________

4. Acute triangle: ____________________________________________

a. Measure: __________

5. Right triangle: _____________________________________________

a. Measure: __________

6. Obtuse triangle: ___________________________________________

a. Measure: __________

7. Complementary angle:_____________________________________
a. Measure: __________

8. Supplementary angle: _____________________________________

a. Measure: __________
9. Congruent angle: __________________________________________
a. Measure: __________
 Triangles VS Angles
Are the angles are obtuse, right, or acute?

Are the triangles obtuse, right, or acute?

____________________
______________________
___________________________

Name if the angle is complimentary, supplementary, or congruent.

Find the missing angle.

Find the missing angle.

____________________

____________________

_____________________

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