Lesson Plan

Lesson Title: Geometry Snowflake activity with protractors

Grade: 8 Subject: Math (Fun with Numbers) Date: Tuesday November 22, 23

Unit: Geometry Strand: Grade 8 Geometry and Spatial Sense

Reference: The Ontario Curriculum Grades 1-8 Mathematics

Time: 2 Math periods (50 minutes each = 100 minutes total)

Lesson Plan Description:

This will be the introduction to the geometry unit. Students will work with their teacher to go over
some core concepts including: right, acute, and obtuse angles as well as how to use a protractor to
draw and measure angles. This will be completed with the whole class through using the
Smartboard programming and class interaction.

Students will then complete a worksheet were they will identify right, acute, and obtuse angles in
snowflakes with different colours. Students will then measure angles on 2 snowflakes and record this
on their sheets.

Finally, students will complete an exit ticket to confirm understanding for concepts covered in class.

Materials & Resources:

-Smartboard
-Smartboard file (attached)
-Protractors (enough for class)
-Snowflake handout
-exit tickets/exit box

Curriculum Connections

Ontario Curricular Overall Expectations:

By the end of Grade 8, students will:

- Develop geometric relationships involving lines, triangles, and polyhedral, and solve
problems involving lines and triangles;

Ontario Curricular Specific Expectations:

Geometric Relationships
- Determine through investigation using a variety of tools and strategies, the angle
relationships for intersecting lines and for parallel lines and transversals, and the sum of
angles of a triangle.

Learning Goals:
We are learning to:
- Understand the difference between right, acute, and obtuse angles
- Spot angles in our surroundings
- Use a protractor to draw and measure angles

Assessment and Evaluation

Success Criteria:

- I understand the difference between right, acute, and obtuse angles

- I can find angles in my surrounding environment
- I am able to use a protractor to draw and measure angles

Assessment For, As, Of Learning:

Assessment as Learning:
- Oral
- Smartboard presentation with class
- think-pair-share, one-on-one conversation in class

Assessment for Learning:

- Oral performance assessment
- Discussion and performance visualization in class

Assessment of Learning:
- Oral/performance/participation assessment
- Exit ticket
- Snowflake handout

Prior Learning:
Students may have some knowledge in this area of geometry from previous years math class. This
is the start of the geometry unit.

Differentiation:
- Students can work in groups of 2 if needed

Vocabulary:
- Acute angle
- Obtuse angle
- Right angle
- protractor

Lesson Delivery Format

Minds on:
Mental Math Questions
Mental math will be presented to students using the Smartboard. Students will work 10
through the answers with the teachers assistance in a whole class setting minutes
Day 1 (x2 days)
1245/2 = 20 mins
4567/2 = total

Day 2
6^2 =
10^2 =
4^2 =
DAY 1
Smartboard introduction/review of angles
-using the Smartboard template attached have students review how to use a protractor
to measure different angles 15 mins
-go over what the difference is for: right, obtuse, and acute angles.
- check for understanding (thumbs up, thumbs down)
- if getting little response from students in class participation, have students complete a
think-pair-share and come up with a collective answers
- show students ways to remember the difference between the angles (acute = cute,
obtuse = hand signal)
-student can come up to the board and demonstrate how to make a right, obtuse, and
acute angle.

Action:
Day 1/2
Snowflake worksheet
- the final page of the Smartboard pdf will have an intro to the snowflake activity
- students will work on their own, or with their elbow buddy to use colours and
identify right, obtuse, and acute angles on the snowflakes in the handout.
- When students have identified the angles with colours, they can use a protractor 40 mins
and measure angles in at least 2 of the snowflakes in the handout. They can total
practice writing angles properly throughout the worksheet.

** teacher will walk around and assist students with work.

Discussion Questions:
What make an angle a right angle?
What makes an angle obtuse? How can you remember that?
What is an acute angle? Can you show me one in your work?

Consolidation & Connection (Reflect and Connect):

Day 1
Have students complete an exit card in the last 10 minutes of class
what is the difference between right, acute, and obtuse angles?

Have them put their names of the sheets and hand them in on their way to lunch.
15 mins
Hand the sheets back to students Day 2 if they did not understand the concepts, we total
can go over it again in smaller groups or one-on-one. They can resubmit their exit card
at the end of class.

Extension Activities/Next Steps:

Goals for Next Class:

Next class the goal will be practicing drawing and measuring angles with a protractor. We will be
introducing the idea of parallel lines, intersecting lines and transversals.
Personal Reflection:

What parts of your lesson were successful in helping your students understand the Big Idea(s)?
What instructional decisions were successful in meeting the needs of all students?
Reflect on your planning and delivery of the lesson and record any changes/modifications that you might
make as you continue move forward with lesson delivery.

The Lesson:

The Delivery: