Elementary Education: Literacy with Mathematics Task 4

Task 4: Mathematics Learning Segment Overview

Learning Segment Overview Directions: Briefly describe the instruction preceding the assessment by typing within the
brackets in each section of the chart below (no more than 2 single-spaced pages). Do not delete or alter the chart; both the
chart and your description are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure
that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

Central Focus: State-Adopted Content Standards

[ Measuring Angles, Identifying [5.G.1 Identify, describe, and draw triangles (right,
Angles and Triangles ] acute, obtuse) and circles using appropriate tools (e.g.,
ruler or straightedge, compass and technology).
Understand the relationship between radius and
diameter.
5.G.2 Identify and classify polygons including
quadrilaterals, pentagons, hexagons, and triangles
(equilateral, isosceles, scalene, right, acute and obtuse)
based on angle measures and sides. Classify polygons
in a hierarchy based on properties. ]
Learning Instructional Strategies and Formative and
Objectives Learning Tasks Summative
Assessments
[Students will be [I will pass out a pre-made [Check-in at Stations: I
Lesson 1
able to use a notes handout about with fill in will monitor their
protractor to the blanks angle terminology progress during the
measure angles, and identification. As we go activity, working with
alone and within through the notes, students students who are not
triangles. will learn the terminology for correctly using their
protractors, naming angles, protractor. When
Students will be naming triangles by sides, completed, I will review
able to identify and naming triangles by their worksheets for
angles by their angles. Everyone will measuring accuracy
name (acute, participate in the SCOOT while they complete the
obtuse, right, or activity where they will exit ticket.
straight).] measure and identify various
angle measures and fill out Exit Ticket: Students
the handout that goes with will complete a
this activity.] protractor practice.
They will be asked to
measure two angles
and name them (acute,
obtuse, right, or
straight.)]
[Students will be [I will use their math book for [Formative: I will
Lesson 2
able to identify this lesson as there is a monitor group
triangles based on section about identifying discussion time as
their ANGLE triangles (page 659-664). We students work on their
measure. will start on the first page with pages as a group. I will
drawing triangles given a watch for how students
Students will be description of their angles. are drawing the
able to identify The next page (660) has triangles to fit the

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 Elementary Education: Literacy with Mathematics Task 4
Task 4: Mathematics Learning Segment Overview

triangles based on vocabulary for identifying description, stopping at

their SIDE triangles by its angles and their table if I see
measures.] sides, we will spend time misconceptions.
reviewing and talking about
these new terms. The next Exit Ticket: A one page
few pages (671-672) students paper will be given to
will work with their tables to all students. They will
solve the problems. At the have to name the
end of the given time, I will triangle by its angles
regroup the students and we and sides. One problem
will talk through each problem will be review from the
together. Any extra time will previous lesson about
be given to the students to naming an angle (ABC,
work on homework (pg. 673- DOG, XYZ).]
674) and if they finish early,
they can work on Khan
Academy.]
[Students will be [ This lesson will be focused [Formative: Discussion
Lesson 3
able to find missing on the Triangle Sum theory. - Review the three
angles within a We will begin with review of types of angles, review
triangle. the an activity of seeing how the four triangle side
all the angles in a triangle add classifications.
Students will be up to 180 by tearing the
able to describe the angles off a triangle and then Exit Ticket – Students
Triangle Sum placing them on a line to see answered two
Theory, principal of how they form a straight line. questions and showed
180 degrees in a We will work through the their work for finding
triangle.] equation for solving these the missing angle in
problems and review naming triangles.]
angles and triangles. Extra
time will be for working on
their homework. If they finish
with that, they can work on
Khan Academy.]
[Students will be [On the board, I will have a T [The Summative
Lesson 4
able to use their Chart labeled “Sides” and Assessment will be
(Optional)
knowledge from the “Angles”. I will give each given at the end of this
previous lessons to student the same T Chart with lesson.]
demonstrate a word bank on a half sheet of
understanding of all paper. They are to sort the
previous objectives.] words into the two categories.
I will allow three minutes for
them to work independently.]
[ ] [ ] [ ]
Lesson 5
(Optional)

Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 2 pages maximum
All rights reserved. V07.1
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.