L1+Mitchell,+Jasmine

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * **UNIVERSITY OF MAINE AT FARMINGTON**

**LESSON PLAN FORMAT**

**__Teacher’s Name__****:** Ms. Mitchell **__Lesson #:__ 1 __Facet:__ Self Knowledge** **__Grade Level__****: 7** **__Numbers of Days:__** 3 __**Topic:**__ Angle varieties

**__PART I:__**

**__Objectives__** Students will understand that unknown angles can be solved using angles following guidelines of supplementary, complimentary, vertical, and adjacent angles. Students will know supplementary, complimentary, vertical, and adjacent angles, as well as acute/ obtuse angles. Students will understand that angles are formed with a vertex and two rays. Students will be able to be aware of which guidelines to follow to solve for various unknown angles. The product that will be created is an inspiration diagram describing the different types of angles as well as how you can notice what type of angle is presented to you.

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__** Common Core State Standards Content Area: Math Grade Level: 7 <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Domain: Geometry <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Standard: draw, construct and describe geometrical figures and describe relationships between them. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Rationale**: The standard above will be met in this lesson because through gaining an understanding of different varieties of angles, students will more easily understand the characteristics of 3 dimensional figures, and thus learn to describe them.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Assessments__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Pre-Assessment:__** I will pre-assess my students by using a KWL on the first day of class. KWL stands for knowledge, want to learn, and learned. It will include specific questions about the unit topic so I can assess where they are without calling it a test or quiz.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Section I – checking for understanding during instruction**: I will check for understanding using clickers. I will put a question on the board and ask the students to submit an answer. The example will be an angle that pertains to nature or real life in some sort. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Section II – timely feedback for products (self, peer, teacher):** For timely feedback, students will have an opportunity to re- answer a similar question demonstrating self assessment, after we discuss the answer as a group. After completing the product, students will have peer assessment by reviewing each others diagram, and discussing how it could be revised and made better.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Summative (Assessment of Learning):__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Diagram** (100 points) : Students will create an inspiration diagram displaying all different guidelines for solving angles and explain how to tell the difference between when to use each one. This will include supplementary, complimentary, vertical, adjacent, acute, and obtuse angles. All angles will be represented in the diagram. You will be expected to define what classifies an angle as far as the angle measurement. Also, include how you can tell by looking at the angle what type it is. After realizing what the angle is, how can you tell what else you can solve for? All of these concepts must be included as well as a picture of each type with an angle measurement. This project will be graded using a checklist.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Integration__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Technology:** Inspiration is the type II technology that is being used in this lesson. It is integrated into the lesson by learning to organize our thoughts about new angles, and distinguishing the differences between them, as well as their similarities. We will create this diagram after we learn about the different varieties.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**English:** Students will be writing and explaining the characteristics and differences of angle varieties.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Groupings__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Section I - Graphic Organizer & Cooperative Learning used during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">The spider map chart will be used to separate angles into different categories to explain and include examples of what differentiates the different types. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Round robin brainstorming, which is where the class is split into small groups and discuss questions and problems revolving around the angles topic, will be used to introduce the spider map chart. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Section II – Groups and Roles for Product** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will be working in groups of four to collaborate the inspiration diagram, but I expect to receive individual products. The roles of the group members will be for peer feedback. They will work together to create the spider map chart and create an outline for the project.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Differentiated Instruction__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__MI Strategies__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Verbal** - We will discuss and describe angles verbally without pictures at first, and will discuss any angles we may know of in the real world. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Logic** - We will explore the logical ways of understanding angle measures and types of angles and how they correlate. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Visual** - We will draw angles on the board and create some online using interactive websites. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Musical** - We will use pictures of musical instruments that demonstrate various angles in the beginning of class during the hook.These may include the angles formed when a violin is played. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Naturalist** - We will use pictures of nature angles. These may include trees, animals, landscape, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Interpersonal** - Students will be put in groups and asked to form angles with their limbs. They will be asked to describe what type of angle is represented by the bodies. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Intrapersonal** - Students will have time at the end of class to create angles when doing the inspiration diagram. They will have individual time to explore angles and come to understandings on their own.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Kinesthetic:** Students will be walking around the room during the hook, looking at the images.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Modifications/Accommodations__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Plan for accommodating absent students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">There will be a class wiki in which every student will have access. Lessons, notes, homework assignments and helpful videos will all be posted. If absent, you are expected to use this tool to keep up to the best of your ability. In this lesson specifically, I will post an example of a diagram on the wiki, and expect the student to attempt to make one on their own from what they can grasp from the example and notes posted.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Extensions__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Type II technology:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Inspiration is the type II technology that is being used in this lesson. It is integrated into the lesson by learning to organize our thoughts about new angles, and distinguishing the differences between them, as well as their similarities.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Gifted Students:** In order to accommodate for gifted students, I would expect them to go above and beyond with inspiration. They will be expected to go more in depth with the technology and make an interactive diagram that could be used for studying.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Materials, Resources and Technology__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Laptop
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Laptop Charger
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Handouts (graphic organizer)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">whiteboard/markers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">LCD Projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Screen
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">checklist for diagram

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//This lesson was designed by myself, I determined the final product (inspiration diagram) that would best show my students understandings and learning of angle varieties. However, I used several different sources to help build up certain activities used in my lesson.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Inspiration Tutorial: http://www.inspiration.com/Help-Center/Inspiration/Quick-Start-Tutorial <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Websites that assisted in my content notes:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Images and explanations of all different angles http://www.mathleague.com/help/geometry/angles.htm
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Practice using this interactive website: http://www.khanacademy.org/exercisedashboard?k
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">This website shows the differences in angles: http://www.mathsisfun.com/angles.html
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Learning the difference between supplementary and complimentary; includes game: http://www.aaamath.com/geo-comp-or-sup.htm
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Supplementary angles: http://www.mathsisfun.com/geometry/supplementary-angles.html
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Complementary angles: http://www.mathsisfun.com/geometry/complementary-angles.html
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Vertical and adjacent angles: http://www.mathwords.com/v/vertical_angles.htm
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.mathsisfun.com/geometry/adjacent-angles.html
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">http://www.mathsisfun.com/geometry/vertical-angles.html
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Angles in nature: http://www.slideshare.net/micdsram/angles-in-nature-2-presentation

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Video help with supplementary angles: http://www.youtube.com/watch?v=3gwcv9LSBO8 <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Video help with complimentary angles: http://www.youtube.com/watch?v=93gal5blsU4&feature=relmfu <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Video help with vertical angles: http://www.youtube.com/watch?v=0lvT7eF3Zks&feature=relmfu <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Graphic organizer: http://eduplace.com/graphicorganizer/ <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cooperative learning technique:http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__PART II:__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Teaching and Learning Sequence__** **(Describe the teaching and learning process using all of the information from part I of the lesson plan)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//Total class time (240 minutes)//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**First Section:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">My class will be arranged in clusters for this lesson because I want the class to interact as groups and discuss the angles. The groups will exude 3 or 4 people facing each other for discussions. When i require attention at the front of the room, they will turn their chairs to face front.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Day 1


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Pre-Assessment (KWL) (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Discussion about KWL, and where this unit is going. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Hook: Students will be walking around the room looking at angles. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Discussion about hook (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Introduction of acute/ obtuse/ supplementary/ complimentary angles (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Check for understanding: I will ask students to use their clickers to answer a question to assess the understanding level of the class. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Round Robin activity: Groups of 3 or 4 will work on various examples of identifying angles using the spider map chart. (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Assign homework (use this [|website] to study terms) (5 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Day 2
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Go over homework/ recap previous class (using competition game) (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Introduce vertical/ adjacent angles. Do examples. (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Round Robin activity. Groups of 3 or 4 will work on various examples of identifying angles using the spider map chart. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Check for understanding: I will ask students to use their clickers to answer a question to assess the understanding level of the class. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Introduce inspiration/ show tutorial (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Assign inspiration groups. (2 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Introduce project, expectations, hand out checklist. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Allow planning time for groups, create an outline by end of class. (13 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Day 3
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will have time to work/ finish their project and express questions regarding technology. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will link their projects to the class wiki. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will use peer feedback by using the checklist to assess how another student did. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Each student will meet with the teacher one on one to discuss how they think they did, and then each project will be assessed using the checklist. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">One final round of Round Robin to assess students knowledge that has been retained about angles. (15 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will understand that unknown angles can be solved using angles following guidelines of supplementary, complimentary, vertical, and adjacent angles.We will begin with a [|KWL] in which there will be images of angles on a paper, simply drawn by lines and points. I will ask students to put the angle in either of the three categories (know, learned, want to know). I will also ask what they know about angles, what they want to know about angles, and ask for an example that they can think of that is an angle. variety of angles found in nature being posted around the room. For our hook, the students will walk around the room and observe the pictures without having directions or an assignment. After the students have time to look at the pictures and think about them, they will return to the table groups. Among them, they will discuss what they looked at, and what they get from the pictures. I will then present the question of [|what about angles]? I will then ask them to return to look at the images on the wall. This time, I want them to look for angles and see what they can find. They will do this and then write down what they saw. After they submit a paper, we will begin our lesson. I will ask in regard to the pictures that they pointed out, what type of angles that they observed. This will assess if they know of the varieties, and thus how in depth I will be getting during the lesson. Some students may be aware of right angles, obtuse and acute angles, and some may not be aware of any. I will then explain that it is important to understand angles because it allows an understanding of [|structure] and how things are created. Nothing in the world would exist without angles.The [|Common Core State Standards] require that //Students will be able to draw, construct, and describe geometric figures, and describe the relationships between them.// <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Where, Why, What, Hook, Tailors:** //kinesthetic (Hook), interpersonal (Hook), intrapersonal (KWL), visual (Hook, KWL)//, //Naturalist (Hook)//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Second Section:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will know that supplementary, complimentary, vertical, and adjacent angles, as well as acute/ obtuse angles. Students will understand that angles are formed with a vertex and two rays. (**See content notes**) We will begin with the hook which will lead into our discussion about how angles are everywhere, even where you wouldn't think so. Geometry is easily relatable to real life because there is so much of it. The lesson will begin with an introduction to angles. We will start by using the images that were provided on the walls of the classroom to lead into the varieties of angles. the first will be right, acute, and obtuse. I will first draw all 3 different types on the board. Afterwards, I will explain verbally what the differences are between them, and then logically form a method to determine which angle is present. At this time, I will check for understanding using [|clickers.] There will be an angle presented on the board, and I will ask for a response regarding which type of angle it is. The next exploration will be an introduction to supplementary and complimentary angles. I will ask students if they can tell me what they think these words might mean. I will then ask them to go to the walls and select images that they think might represent these types. If they do not get the right answer, I will provide the pictures and then ask again what they think the words might mean. We will then derive a formal definition for the terms. We will discuss that they are two angles added together. [|Supplementary] adds up to 180 degrees (or a straight line) whereas a [|complimentary] angle adds up to 90 degrees. I will ask students to look around the classroom and see if they can observe any examples whether it be furniture in the classroom, or anything else they can see. Next, we will lead in to cooperative learning. This consists of [|Round Robin]. Round robin is where the class is split into small groups and discuss questions and problems revolving around the angles topic, will be used to introduce the [|spider map chart]. The angles will be of real life examples of angles. They will all have a discussion about the angles and how to categorize them. All members of the group must be on the same page. if there is someone who doesn't understand, then the other group members should help them out, and if everyone is confused, they should certainly just ask for my help. The spider map chart will be used in the groups to categorize a set of angles that is presented to them. They will also define and include pictures of each type of angle on the spider map chart. On day two, we will review what we learned the previous class and go over the homework questions, if there was any complication. The next task we will have is to explore [|vertical] and [|adjacent] angles. Similarly to the previous day, we will try to make our own examples and locate images that were posted on the wall. We will split up into teams different from the previous day and try to think of examples where these type of angles might be present in real life situations. We will do some examples on the board. We will talk about how vertical angles are related to supplementary angles. Again, we will join Round Robin groups. A set of angles will be provided, including some from the day before. Students will add to their spider map chart after discussing the angles to include the vertical and adjacent definitions and pictures. The groups will then discuss examples in real life of adjacent and vertical angles that we haven't yet talked about. The students will receive peer feedback through the Round Robin exercise because everyone will be helping each other and talking among themselves through the examples and logical thought. I, as the teacher, will also be walking around the class during the activity to check students progress and understanding. I will also be collecting the spider map charts to make sure that students completed them. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Equip, Explore, Rethink, Revise, Tailors:** //Interpersonal, Kinesthetic (looking at images), logical (categorizing), linguistic// (definitions, conversations), //Visual (image examples)//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Third Section:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">I will introduce inspiration and explain the [|tutorial] as well as hand out a print version of the tutorial. Students will be put in groups of three or four. The groups will be chosen by everyone in the class counting by fours. The roles can be assessed as everyone discusses a general understanding of acute/obtuse/and right angles. One person explains supplementary, provides a real life example, and provides a visual. One person explains complimentary, provides a real life example, and provides a visual. One person explains vertical, provides a real life example, and provides a visual. One person explains adjacent, provides a real life example, and provides a visual. These roles are only for discussions because students will individually create an inspiration diagram creating examples and explaining how to realize the differences of each type of angle. According to my facet, Students will be able to be aware of which guidelines to follow to solve for various unknown angles. This will be evidently demonstrated through use of an inspiration diagram because it will force students to look back at examples that we have gone over in class, and put them on a diagram that shows examples, definitions, real life examples, and degree characteristics.The process for the product will be to first, work with your group to make sure that everyone agrees on definitions and agrees how to categorize an angle. Students then discuss [|examples] of all different types and discuss the angle measures of each type. This will turn out to be the outline for the diagram. Students will then begin exploring inspiration and playing around with it to try to figure out how it works. Students will have some class time on day 3 to finish up projects, and post them to the class wiki. The teacher will then go through and grade them using a checklist that each student was provided with which will assess whether or not students included all required elements into the inspiration and that they did not use the same examples as other members in their group since this is an individual project. After the projects are assessed, any students who missed something, or seems to be lacking understanding will be given another day to revise it and hand it in for scoring. Also, students will each assess a classmates project from the wiki, and provide positive feedback as well as constructive criticism using the checklist. **Explore, Experience, Revise, Refine, Tailors:** //Intrapersonal (examples), interpersonal (group work) naturalist (examples), logical (categorizing)//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Fourth Section:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">I will provide timely feedback, I will then go through and grade them using a checklist that each student was provided with which will assess whether or not students included all required elements into the inspiration and that they did not use the same examples as other members in their group since this is an individual project. Students will have opportunity for self assessment because they will be asked to revise any mistakes made on the inspiration diagram as well as reflect on why they think they made that particular mistake as well as how it can be avoided next time. Also, they will include whether or not they now understand the material and concepts. This project relates to the next lesson because we are going into solving for unknown angles using our knowledge of varieties of angles. Now we know how to decide what type of angle we are presented with but the next lesson will be getting into what we can do with this information and how we can find other angles using ones we know information about already. **Evaluate, Tailors:** //intrapersonal (self assess)//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Content Notes__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will know of supplementary, complimentary, vertical, and adjacent angles, as well as acute/ obtuse angles. Students will understand that angles are formed with a vertex and two rays.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">The very first thing that will be accomplished in class is the KWL. All students will fill out the form in order to be able to assess where all students are in the class as far as content knowledge related to angle varieties.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//First we will start with the hook, which includes pictures of angles in nature/real life.// <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Vertical angles <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Supplementary angles <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Obtuse angle <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Complimentary angle <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> Acute angles <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> Adjacent angles <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Right angle

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Next, we will begin acute, obtuse and right angle examples with definition: an angle whose degree measures 90 degrees is a right angle. Obtuse has angle measure greater than 90 degrees. Acute angles measure less than 90 degrees. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Some examples are:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">We then will draw triangles on the board that exemplify right, acute and obtuse angles. Students will use protractor to assess whether their predictions are correct. Triangles must include at least one example of right, scalene, and isosceles. Students will work in groups to try to identify the various angles presented in the triangles.This will prove that students are ready to move on to more complex angles.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">The next section regards Supplementary and Complementary angles. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">We will get into discussion of Complementary (definition: two angles that add up to 90 degrees) and Supplementary (two angles that add up to 180 degrees) angles. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">The best way to distinguish the difference between these two types of angles is to remember that C comes before S and 90 comes before 180. This will help to remind you that complementary is associated with 90 degrees.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Some examples of Complementary angles are:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Examples of Supplementary angles are as follows:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Then, we will go to Adjacent and Vertical angles.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">[|Adjacent angles] consist of two angles that share a common side and a common vertex, but do not overlap. There is not an angle measure that is consistent for adjacent angles because it doesn't matter. If two angles share a side and a vertex, regardless of their degree measure, they are adjacent.

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">[|Vertical angles]are A pair of non - adjacent angles formed by the intersection of two straight lines. when two lines intersect, four angles are formed. Each opposite pair are called vertical angles and are always congruent (meaning they have the same angle measure). The angle measures of all four angles will equal 360 degrees. Angles that are side by side are also supplementary because their angle measures will equal 180 degrees when added.

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">In the Round Robin exercises: <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">On day 1: students will be given two triangles and asked to categorize the angles. One triangle will be a right triangle, whereas the other will be scalene, as well as an example of complementary and supplementary angles.

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">On day 2, during Round Robin, students will be provided with an example of a vertical angle and an adjacent angle. They will also be expected to realize that they are each related to supplementary and complementary angles.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">This is an example of vertical angles but it also is an example of supplementary. The angle measures of 2 and 4 will be equal as well as that of 1 and 3. 1+2 will = 180 degrees, as will 3+4.

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">This is an example of adjacent angles but it is also complementary. The angle measures add up to be 180 degrees, and the two angles share a side and a vertex. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Handouts__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Graphic Organizer
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Checklist for diagram
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Printout of Inspiration tutorial
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Example images provided during hook

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**__Maine Standards for Initial Teacher Certification and Rationale__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//__Learning Styles__//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Clipboard://** The learning style of the clipboard will be addressed in this lesson by multiple parts of this lesson. Students will be provided with a graphic organizer that allows them to separate angles into categories, and will have room provided for examples, pictures and definitions. The directions will be clearly presented as far as how to fill out the chart, and it will be very organized.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Microscope://** The learning style of microscope will be addressed in this lesson during the Round Robin Brainstorm activity because this is time where students will have an opportunity to assess angles, analyze them, and think of real world examples of where these types of angles can be found. Students will be analyzing in depth the varieties of angles.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Puppy://** The learning style of puppy will be addressed in this lesson because students will be receiving a lot of feedback from the teacher throughout the lesson and will have several opportunities for questions and confusions. During the Round Robin, the teacher will be walking around the classroom, and making comments to everyone's progress. Students will also receive feedback throughout the project of inspiration. Students will have time to revise and refine the project before receiving a score. During the lesson, I will use clickers to check for understanding and make sure that everyone is keeping up and understanding the material.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Beach Ball://** The learning style of beach ball will be addressed because students will have choices when faced with the Round Robin activity. They are going to be thinking about real life angles and will be able to think about any topic that interests them. These topics can range from anything that they can imagine. It allows time for personal thought, and exploration. The Round Robin activity is also a way for students to move around with spontaneity and engage with the content.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Rationale://** Each of the learning styles are addressed throughout the instruction and planning of my lesson. The activities that I have created, such as the Round Robin Brainstorming and the creation of an inspiration diagram address each learning style in a way that they will learn more about assessing and categorizing angles and their measures. Students will engage in social interactions between the class, partners, and with the teacher individually. They will have multiple opportunities to increase their intellectual development throughout all aspects of my lesson because it encourages them to think outside of simply knowing the definitions of angles. Students will actually get more in depth with the lesson.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Content Knowledge://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will know supplementary, complimentary, vertical, and adjacent angles, as well as acute/ obtuse angles. Students will understand that angles are formed with a vertex and two rays.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">These topics will be covered through student activites, class discussions, homework, and the inspiration product (See Content Notes). These topics and their coverage will meet the common core standards.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//MLR or CCSS://** //<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Common Core State Standards // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Content Area: Math // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Grade Level: 7 // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Domain: Geometry // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Standard: draw, construct and describe geometrical figures and describe relationships between them. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//The standard above will be met in this lesson because through gaining an understanding of different varieties of angles, students will more easily understand the characteristics of 3 dimensional figures, and thus learn to describe them.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Facet://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">//Students will be able to be aware of which guidelines to follow to solve for various unknown angles.// Students are going to demonstrate their understanding through use of an inspiration diagram. The product will show definitions, pictures, numbers, and examples, but it will also be where the deep thinking comes into play. Students are going to explore how angles are related to real life, and find examples to include in the diagram. Also, while filling out the graphic organizer, students will be exploring thoughts about angles, while talking about it with other students. They will take notes on their ideas and what they have learned about angles.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Rationale://**This lesson is designed to teach students about angles, the varieties, characteristics, how to determine varieties, and discuss real life examples. The final product will demonstrate an understanding of what the different types of angles are and what they each are, and explore real life examples of all of the types. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Many activities are geared toward the completion of their product and are designed to help students accurately create their product.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//MI Strategies://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Verbal** - We will discuss and describe angles verbally without pictures at first, and will discuss any angles we may know of in the real world. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Logic** - We will explore the logical ways of understanding angle measures and types of angles and how they correlate. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Visual** - We will draw angles on the board and create some online using interactive websites. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Musical** - We will use pictures of musical instruments that demonstrate various angles in the beginning of class during the hook.These may include the angles formed when a violin is played. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Naturalist** - We will use pictures of nature angles. These may include trees, animals, landscape, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Interpersonal** - Students will be put in groups and asked to form angles with their limbs. They will be asked to describe what type of angle is represented by the bodies. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Intrapersonal** - Students will have time at the end of class to create angles when doing the inspiration diagram. They will have individual time to explore angles and come to understandings on their own. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**Kinesthetic:** Students will be walking around the room during the hook, looking at the images.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Type II Technology://** Students will be utilizing type II technology in the form of an inspiration diagram. Students will be making a diagram that explains definitions, descriptions, characteristics, angle measures, and pictures of angle varieties that we will be learning about. They are also expected to find real life examples of images of angles and include them in the diagram. This diagram will be used as a study guide, and a reference when a student can't remember an angle. There will be a demo of how to use inspiration, and I will create a piece of a sample to exemplify the standard of what is expected in the final product.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Rationale://** The MI strategies are all represented in this lesson today. This gives all students an opportunity to succeed based on learning in a way that is comfortable to them.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Formative://** In this lesson, I will check for understanding using clickers. I will put a question on the board and ask the students to submit an answer. The example will be an angle that pertains to nature or real life in some sort. For timely feedback, students will have an opportunity to re- answer a similar question demonstrating self assessment, after we discuss the answer as a group. After completing the product, students will have peer assessment by reviewing each others diagram, and discussing how it could be revised and made better.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Summative://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Students will create an inspiration diagram displaying all different guidelines for solving angles and explain how to tell the difference between when to use each one. This will include supplementary, complimentary, vertical, adjacent, acute, and obtuse angles. All angles will be represented in the diagram. You will be expected to define what classifies an angle as far as the angle measurement. Also, include how you can tell by looking at the angle what type it is. After realizing what the angle is, how can you tell what else you can solve for? All of these concepts must be included as well as a picture of each type with an angle measurement. This project will be graded using a checklist.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">**//Rationale://** This lesson includes a variety of formative assessments to check for understanding and address misconceptions throughout the learning process. It also includes a polished summative assessment that accurately demonstrates student knowledge that has been revised and refined through formative assessment feedback. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 90%;">Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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