Sandy Trinidad

Subject: Math
Level: 7
Unit: Geometry- Classifying Triangles
50 Minutes

Math-Grade 7
Triangles Unit
Grade
Day/Period:

Topic: Introduction
Content/Literacy Standards:
Learning Standards for Mathematics

7.G.2. Draw (freehand, with ruler and protractor, and with technology)
geometric shapes with given conditions. Focus on constructing
triangles from three measures of angles or sides, noticing when the
conditions determine a unique triangle, more than one triangle, or no
triangle.
Reading Standards for Literacy in Science and Technical Subjects 6
12

4. Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6 8 texts and topics.
7. Integrate quantitative or technical information expressed in words
in a text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
Learning Experience Outcomes
Learning Experience Assessments
Students will:
Classify different triangles as
Fill out the Classifying Triangles Worksheet ARight, Obtuse, Acute, Isosceles,
Classifying
Equilateral, and Scalene Triangles
Fill out Classifying Triangles Worksheet Bbased on given properties.
Exemplifying
Give examples of the different
Right, Obtuse, Acute, Isosceles,
Equilateral, and Scalene
Triangles.
Differentiation

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Math-Grade 7
Triangles Unit

Approaching
Students who are
approaching will not be able
to classify the different
triangles based on given
properties. The differences
and similarities between the
triangles will be understood
after the completing the inclass worksheets correctly.
They will choose triangles
that are easier to compare and
contrast.
Also when completing the
guided practice approaching
students will be paired with
on-level students as well as
beyond students so that they
can help the approaching
students reach understanding
and possibly share their
strategies and point of view.

On-level
Students who are on level will
understand the differences
between concept Right,
Obtuse, Acute, Isosceles,
Equilateral, and Scalene
Triangles after completing the
worksheets and discussing
with their reasoning with their
partners. In the homework,
students will be able to
compare and contrast multiple
triangles. These students will
be paired up with students
approaching students and will
help them gain understanding.

Beyond
Beyond level students will have
learned about the different
triangles and will be able to name
triangles, including those with
mixed properties, without any
difficulty. They are able to
compare and contrast triangles in
depth with observable and nonobservable properties. They will
be able to aid the approaching
students in reaching understanding
also. If these students find the
work too easy, they can begin
reading on congruencies of
triangles.

Curriculum Integration

This lesson plan is part of a Unit that will introduce the different types of triangles in Geometry.
Students will practice their use of evidence to infer and hypothesize about the names of different
given triangles. They will practice teamwork and ways of discussion through their group work.
Materials/Resources

Procedures/Strategies

What makes shapes different? (3-4 minutes) (activity that will be done as
students enter the room to get them into the mindset of the concept to be
learned)
DO NOW (on blackboard): What makes a square and a triangle
different? Are there any similarities between a square and a triangle?

As students write silently in their journals, walk around the classroom

1) to monitor their progress and 2) to check completion of previous
nights homework.

After 3-4 minutes of silent journaling, call on students to share

answers aloud with class. Encourage students to think outside the box.
For example, triangles and squares are both used for traffic signs.

Anticipatory Set (1-2 minutes) (focus question/s that will be used to get
students thinking about the days lesson)
QUESTION: What are differences and similarities of the two

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Math-Grade 7
Triangles Unit
triangles on the board?
Activating Prior Knowledge (4-5 minutes) (what information will be shared
with/among students to connect to prior knowledge/experience)
In general, what are some properties of triangles that you already
know?
Build off their answers to this question.
Ex. How many sides does a triangle have? What do the angles of a
triangle add up to?

Classificatio
n of
Triangles by
Sides and
Angles
Sheet

Give any missing details of a triangle.

Direct Instruction (15-20 minutes) (input, modeling, check for

understanding)
Handout Classification of Triangles by Sides and Angles Sheet

Choose different students to read the descriptions of each triangle.

Have three different examples on the smart board of three different

types of triangles (do not give examples of triangles that have
properties of more than one triangle).
For each example, say the name of any of the types of triangles, and
ask students to give a thumb up if you identified the triangle correctly
and a thumb down if they believe the triangle is of another type.
Ask students to volunteer to explain their reasoning for thumbs up or
thumbs down.
Choose a couple of student answers incorrectly; ask him/her about
their reasoning behind their answer and why they chose the triangles
compared to another that doesnt apply. For example, if a student says
a the triangle example is an isosceles triangle, teacher should ask why
is it not a right triangle? Why are they different?

Then, ask another student who has the correct answer to say why he
or she disagrees. Then proceed to say which is the correct answer and
why.
Classifying
Triangles

Show a more difficult example of a triangle with properties of two

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Worksheet
A, B

Math-Grade 7
Triangles Unit
triangles to show students that a triangle can be put into more than
one category. Ask students to ex
Guided Practice (10 minutes) (how students will demonstrate their grasp of
new learning)
Activity: The students will work with partners, pre decided by their academic
level.
In the Classifying Triangles Worksheet A, students will classify each triangle
by using the given information about the lengths of the sides of the triangles
and measurements of the angles. Explain to the students that the triangles will
have properties from more than one type of triangle, and they must make sure
that they look at all the details. They will label each triangle as Right, Obtuse,
Acute, Isosceles, Equilateral, and/or Scalene.
In the Classifying Triangles Worksheet B, students will sketch an
example of the type of triangle described. They will mark the
triangle to indicate what information is known. If no triangle
can be drawn, they will write "not possible."
While they are doing this, walk around and listen to the discussion between
partners to check for understanding. If one group cannot conclude on an
answer, direct them towards another appropriate group for help. Continue to
monitor.
Closure (4-5 minutes) (action/statement by teacher designed to bring lesson
presentation to an appropriate close)
After giving them a one-minute warning to wrap up their thoughts,
ask for any volunteers to share their answers to 3 questions from each
worksheet.
Explain the homework to students. Complete a quick Venn diagram
with the students with the similarities and differences of two triangles
so that they have an example of what to do in their homework.
EXIT SLIP: Turn in the journal done for the do now as the
students leave the room.
Independent Practice (what students will do to reinforce learning of the
lesson)
HOMEWORK: Choose two types of the triangles we discussed in
class. Create a small poster with a Venn diagram that compares and
contrasts the two triangles. The poster should include, the Venn
diagram with the similarities and differences, and an example of the

Sandy Trinidad

Math-Grade 7
Triangles Unit
triangle with measured sides and angles.

Classification of Triangles by Sides and Angles

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Math-Grade 7
Triangles Unit

ClassifyingTrianglesA
Name___________________________________
Date________________Period____
Classifyeachtrianglebyeachanglesandsides.Baseyourdecision
ontheactuallengthsofthesidesandthemeasuresoftheangles.

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Math-Grade 7
Triangles Unit

ClassifyingTrianglesB
Name___________________________________
Date________________Period____
Sketchanexampleofthetypeoftriangledescribed.Markthe
triangletoindicatewhatinformationisknown.Ifnotrianglecanbe

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Math-Grade 7
Triangles Unit

drawn,write"notpossible."
7)acuteisosceles

8)rightscalene

9)rightisosceles

10)rightequilateral

11)acutescalene

12)obtusescalene

13)rightobtuse

14)equilateral

ClassifyingTrianglesAAnswerSheet
1. EQUILATERAL
2. ACUTESCALENE

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3. RIGHTSCALENE
4. OBTUSEISOCELES
5. ACUTEISOCELES
6. RIGHTISOCELES

ClassifyingTrianglesBAnswerSheet
1.

Math-Grade 7
Triangles Unit

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2.

3.

4. NOTPOSSIBLE

5.

Math-Grade 7
Triangles Unit

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6.

7. NOTPOSSIBLE
8.

Math-Grade 7
Triangles Unit