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CONTEXT OF LESSONStudents should have prior knowledge of the customary units of measurement,
including, inches, foot, and centimeter. Students should understand and be able to use a ruler, yard-stick,
tape measurer. These concepts are to be implicit to the students by the time this lesson plan is
administered. The students should have a basic understanding of geometry and shape characteristics.
Specifically, students should know the prosperities of squares, triangles, rectangles, trapezoids,
hexagons, octagons, and other polygons. Students should have knowledge about the fundamental
properties of common (friendly) angles (90 degrees, 180 degrees, and 360 degrees), and angle
characteristics, specifically how they can use those angles and knowledge to identify various angles and
shapes.
CONCEPTS TO BE COVERED-- Angel measurements that can be specific to a degree. How to properly use
and understand the function of protractors to measure angels. Expansion of the specific qualities of an
obtuse, acute and right angle. This lesson is a continuation and expansion on the concept of angel
measurements, and identification of obtuse, acute, and right angels.
RELATED VIRGINIA STANDARDS OF LEARNING
5.11
5.12
The student will measure right, acute, obtuse, and straight angles.
The student will classify
a) Angles as right, acute, obtuse, or straight; and
b) Triangles as right, acute, obtuse, equilateral, scalene, or isosceles.
LESSON OBJECTIVES
1. The students will create their own useable protractor and use it to determine the various wedges and
angles provided to them on the handout
2. The students will use their protractor to being measuring angles by wedges, and determining the best
methods to measurement.
3. The students will develop an idea of angles as wedges that fill up the turn between two sides
4. This lesson will reinforce the idea that a smaller unit can yield a measurement that more closely
approximates to the true value
ASSESSMENT OF LEARNING
1. To assess objective 1, I will model the creation of a protractor using the over-head projector. I will go
step by step, and will ask for the students to hold their protractors up in the air when the step is
completed. Once all steps have been discussed, I will walk around the room to make sure that all
students have created the protractor correctly. During this part of the lesson, I will be asking questions to
students about their prior knowledge of protractors as an informal way to understand their
misconceptions and prior knowledge.
2. To assess objective 2, the students will be completing a worksheet with measurements by specified
wedges. I will be demonstrating what the idea and goal is for this worksheet. Then I will ask for student
engagement and go through each question and measurement, and ask for a student(s) to explain what
they did to solve for the angle.
3. Finally, to assess objective 3 and 4, I will be using the same process as I did for assessing objective 1
and 2. I will be using a second worksheet, this time for the students to complete with a partner. The
worksheet gradually asks for students to find angles using more specific units of measurements with
1
their various protractors. While the students are completing the worksheet, I will be walking around
informally assessing their knowledge and understanding of the topic by listening to their conversations,
and interjecting with probing questions if needed. Once the class has completed the worksheet, we will
go over the answers together, and allow the students to adjust their measurements with a colored pencil.
This will allow me to collect the handout and have a better understanding of what their thinking process
looked like.
MATERIALS NEEDED
For each student:
Scissors
Wax Paper
Colored pencil
Paper for creating protractor
Ruler
Pencil
Worksheet for individual work, worksheet 1,
Pair of students:
Worksheet for pair work, worksheet 2 (exit ticket)
3 Extra protractors that the I have created
ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED ARE
EMBEDDED IN THE PROCEDURES.
PROCEDURES
BEFORE
DURING
Handout the 8, 10, 20 and 40-wedged
protractor cut outs for the students to use
Demonstrate how to create the 8-wedge
protractor. Go step by step with the students
using the document camera to show each step,
while this is happening, you can ask students
while others are finishing questions about
angles and measurement.
Making the protractor: the students fold a sheet
of wax paper to create a measuring tool (there
is a worksheet each student will receive that
details this process)
Once the protractor is made, the first and most
simple, 8 wedge is demonstrated using the
black line master protractor you have created
the Whats Your Angle? handout to the
students. Have the students cut out the angles
along the solid and dotted lines. Tell them that
they will learn to measure these various angles.
Guide them through the measurements and
questions on the handout.
During the demonstration the teacher will show
the student how they must align the point of
the angle with the point of the wedge, align one
side of the angle with one side of the wedge,
and count the number of wedges needed to
fill the angle. Remind students to measure to
the nearest wedge. By measuring this way, the
students will see that they need to decide
whether an angle is more or less than half a
wedge. As the class measures the wedges with
the 10-, 20, 40-wedge protractors, help them
see a pattern emerge. The measure of an angle
measured with a 10-wedge protractor should be
about half the measure of the angle measured
with a 20-wedge protractor and about onefourth the measure of the angle measured with
a 40-wedge protractor. However, the numbers
might not be strictly proportional because
measurements always include some error.
Now even though we are using the word
wedges, what do they represent when
measuring angles?
are doing.
Why dont you work with a partner and see if you all got
the same answers? If not how about you both discuss
how you solved for the answer and see if you can come
up with one correct concise answer.
AFTER
When students have solved the problems on
the worksheets and each member of their group
(of two or three) can explain it, the class as a
whole will go over both worksheets. The
teacher will ask the students to provide the
answers and to demonstrate (by coming up to
the document camera) how the solved for their
answer. The students will individually adjust
their answers with a colored pencil. This will
allow the teacher to collect the work and see
both what the student did originally and if they
were able to adjust their work to get the correct
answer.
who have completed and understand measurements with protractors to help students who are not understanding
the topic. This team work will allow students who understand, to solidify their explanations by having to teach a
peer, while also making the student who is struggling feel more comfortable to ask questions because the team
player is not an authority figure.
REMEDIAL Problem: For students who struggle with the problems and understanding how to properly use a
protractor, I will have models already created that will provide examples for them. I also plan to make a
protractor that is connected to various wedges in order to show students how to move the protractor and identify
the angles. Because this topic will be expanded slowly, and with increasing difficulty of more precise degrees,
the students should be able to stop me and ask questions if they do not understand the step we are on.