Lauren
Nearhoof
1/28/14
Mathematics Unit 5
Lesson 5.1
Standards:
M6.B.2.3.1: Define,
label and/or identify right, straight, acute and obtuse angles.
M6.B.2.1.3: Measure angles using a protractor up to 1800 -
protractor must be drawn - one side of the angle to be measured should line up
with the straight edge of the protractor.
Essential Question:
How
can you demonstrate that you understand the classifications of angles according
to their specific properties?
Assessment Prompts:
1. How are angles labeled?
2. With a partner, explain each step of
how to measure an angle using a protractor in a bulleted list.
Materials:
1.
Copy
from the previous day’s closing activity on transparency
a.
Choose
an example that demonstrates clear and precise thinking
2.
Student
journals
Activating Strategy:
1.
Show
students the chosen answer from previous day’s closing activity
a.
Choose an example that demonstrates clear and
precise thinking
b.
White out name
c.
Make a transparency
2.
Remind
students of prompt
3.
Have
students read the selected assignment
4.
Discuss
with students what was good about the writing assignment
5.
Discuss
ways to improve writing in math
6.
Hand
back individual writing assignments
Teaching Strategy:
1.
The
students will have to participate in “Ms. Nearhoof Says.” In this game, the students will have to show
the different angles of right, acute, obtuse, and straight (the angles they
just learned). I will be able to assess
the students’ knowledge when they demonstrate with their arms the different angles.
a.
Have
students stand-up during this activity
b.
Ensure
that students have enough room to safely move arms without touching another
student
c.
Use
as an assessment
2.
Ask
students to get out Math Journal page 162
a.
Use
this as a guide for teaching
b.
Discuss
how an angle is labeled
i.
By
the vertex
ii.
Go
over what a vertex is again
iii.
Refer
to vocabulary notebook if needed
iv.
Complete
number 1 and 3 together
v.
Have
students complete 2, 4, and 5 with a partner
vi.
Go
over answers
3.
Ask
A.P #1
4.
Introduce
protractor to students
a.
Show
large one up on board
b.
Compare
to geometry template
c.
Explain
how to measure angles
5.
Practice
measuring angles together doing number 6 part a and b together as a class
a.
Explain
each step
i.
Place
the center of the protractor on the vertex
ii.
Line
up the straight edge of the protractor on one of the lines
iii.
Approximate
what each angle is
1.
Be
sure to use the correct measurement
a.
Ask
yourself, “is it acute or obtuse?”
b.
Have
students complete c and d by themselves
6.
Ask
A.P. #2
7.
Teach
students how to draw angles by completing number 8 part a together
Summarizing Strategy:
1.
Using
a ticket out the door, have students complete the following prompt:
a.
1
thing you learned today
b.
1
thing you are still struggling with
Homework Assignment:
Students must complete the remaining
questions on the 5.1 worksheet for the following day.
Reflection:
Overall, the lesson went well! The
students responded to the Simon Says game, and I was able to formatively assess
the student’s knowledge from the previous class. I must have done a good job
teaching this concept because every single student was able to identify the
different types of angles. Additionally, I believe that offering sample writing
from the class was very beneficial because everyone was able to see what his or
her classmates were capable of doing. One thing I would change about this is
referring to the student as simply “student.” During my explanation, I referred
to the student writer as a “her” and it was then easy for the others to
pinpoint whose writing assignment it was. I know that the work was being
praised, but I didn’t want to embarrass the specific student or make him/her
feel bad.
One thing that I would change is
training the students to be prepared for a starter during every class. If this
was my classroom, I would like to emphasize how important it is not to waste
class time, and it often takes several attempts to get the class focused after
7th period resource. Also, the class period was shortened because of
report card distribution, and I was not able to finish the entire lesson as
planned. One thing that I would like to work on is timing during a lesson.
Sometimes I struggle with trying to figure out how long a specific activity
will take. Lastly, I think that I didn’t assign enough practice problems
because many of the students were finished with the assignment before the class
was over. If I was able to, I would have assigned another worksheet for
homework to ensure that students understood how to measure angles and label
them accordingly.
Lauren
Nearhoof
1/29/14
Mathematics Unit 5
Lesson 5.2- Angle Relationships
Standards:
M6.C.1.2.2: Identify, draw and/or label points,
planes, lines, line segments, rays, angles and vertices
Essential Question:
How
can you apply your knowledge of supplementary, vertical, and adjacent angles to
identify the unknown angles in a graphic without a protractor?
Assessment Prompts:
1.
How are adjacent and supplementary angle relationships related?
2.
Are you able to find angle “r” without using a protractor?
3.
What are the differences between a supplementary angle relationship and a
vertical angle relationship?
Materials:
·
White
paper (for a foldable)
·
An
overhead sheet/ access to Smartboard
·
Scissors
·
Student
Math Journal
·
Copies
of Student Study Link 5.2
·
Transparency
of 5.2 Study Link
Activating Strategy:
1.
Have
starter for the class on the board, “Create a step-by-step list on how to
measure an angle with a protractor.”
a.
Encourage
students to write this in his/her math vocabulary journal or on the whiteboard
for reference later
2.
Allow
students 3-4 minutes to complete this task
3.
Ask
students to compare his/her list with their elbow buddy
4.
Go
over how to measure an angle once more to ensure that students are
understanding
a.
Take
volunteers
b.
Allow
students to create a list for their notes
5.
“Do
you think there is a way to find out the degrees of an angle without measuring
them with a protractor?”
a.
Allow
students to make predictions about the answer to that question
i.
I
am assuming they will say “no.”
ii.
Tell
students that we will learn how to do this today
b.
Tell
students that angle relationships allow us to find unknown angles through our
vocabulary terms of supplementary, vertical, and adjacent angles
Teaching Strategy:
1.
Teach
students how to create a foldable to help remind them of the different type of
angle relationships
a.
Take
white piece of paper
b.
Fold
“hamburger style”
c.
Once
folded take one layer and create two cuts
i.
The
cuts should create 3 equal sections
d.
On
the first section, write supplementary angles
i.
Open
up the top
ii.
Write
definition from text
iii.
Draw
example
iv.
Explain
to students
e.
On
the second section, write vertical angles
i.
Write
definition from text
ii.
Draw
example
iii.
Explain
to students
f.
On
the third section, write adjacent angles
i.
Write
definition from text
ii.
Draw
example
iii.
Explain
to students
2.
Give
students 5.2 Study Link
a.
Go
over worksheet together in class
b.
Model
how to use graphic organizer/foldable to identify the unknown angles
c.
Think-aloud
for students, so they are able to follow the correct thinking
d.
Take
volunteers to come up and explain how to find unknown angles
3.
If
students did not finish assignment/ if time runs out assignment the remainder
of the worksheet for homework
Summarizing Strategy:
1.
Ask
students to give a thumbs up if they understood, a middle thumb if students are
“so/so,” and a thumbs down if they are totally lost
2.
Use
this information for the next class
Lauren
Nearhoof
1/30/13
Mathematics Unit 5
Lesson 5.3- Circle Graphs
Standards:
M6.A.1.4.1: Model percents (through 100%) using
drawings, graphs and/or sets (e.g., circle graph, base ten blocks, etc)
M6.A.1.1.1: Represent common percents as
fractions and/or decimals (e.g., 25% = ¼ = .25) – common percents are 1%, 10%,
25%, 50%, 75%, 100%.
Essential Question:
How
can you demonstrate your knowledge of percents, decimals, and angles to create
a circle graph?
Assessment Prompts:
1.
What is 10% as a decimal?
2.
How can you find 10% of 35?
3.
How many degrees are in a circle?
Materials:
·
A
prepared polling question geared towards student interest
·
A
classroom size protractor
·
Math
Journal
Activating Strategy:
1.
Start
with a writing prompt on the board
2.
Pass
out sticky notes
3.
“What
is one occupation that uses angles?”
4.
Ask
students to answer the writing prompt with one word on the sticky note
5.
Give
2-3 minutes
6.
When
students are done with this, they may place the sticky note on the board
7.
Read
over the different occupations
a.
If
one sounds interesting ask the student to explain his/her answer
b.
Move
into how statisticians, or people who analyze data, use angles to create circle
graphs for their information
Teaching Strategy:
1.
Ask
students, “What is a poll or survey?”
a.
Take
volunteers
b.
Ask
more than one student
c.
Ensure
that students have a correct idea about the meaning of polls or surveys
2.
Poll
students on favorite animals
a.
Give
5 choices
i.
Dog
ii.
Cat
iii.
Goldfish
iv.
Hamster
v.
Horse
b.
Give
students 30 seconds to silently think of his/her favorite animal from the given
choices
c.
Ask
students his/her favorite animal
3.
Help
relate this information to a table so students are able to see how it could relate to percents and the
former chapter
4.
Teach
students how to find out how many degrees are each section
a.
Turn
the information into a fraction
b.
Using
a calculator or long division, find the corresponding decimal
c.
Multiply
the decimal by 360 degrees (the amount in a circle)
d.
Explain
that this is the number of degrees this section of the circle graph is
5.
Use
examples from the polled information
6.
Draw
the first sector as a model
7.
Ask
students to come up and draw the remaining sectors in the circle graph
Summarizing Strategy:
1.
Have
students analyze the graph
2.
Does
it make sense that the largest part of the circle graph is __________?
a.
Why
or why not?
b.
What
about the smallest part
3.
Complete
pages 170 in math journal.
Lauren
Nearhoof
1/30/14
Mathematics Unit 5
Lesson 5.4- Coordinate Geometry
Standards:
M6.C.3.1.1: Plot, locate or
identify points in Quadrant I and/or on the x and y axes with intervals of 1,
2, 5 or 10 units - up to a 200 by 200 grid. Points may be in-between lines.
Essential Question:
How
can you plot points on a coordinate graph?
Assessment Prompts:
1. Which
is the x-axis?
2. Can you
locate the y-axis?
3. Which
point is (5, 5) on the graph?
4. How can
you explain the process of plotting points in 3 easy steps?
Materials:
·
Construction paper cut into circles
approximately 2 inches in diameter
·
Masking tape
·
Access to a chalk board
·
A drawn coordinate plane
·
A class list
Activating Strategy:
1. “What are some questions you have
from the following day’s homework?”
2. Have
students respond to this question on his/her white board
3. Compare/Contrast
answers with an elbow buddy
a.
Does this person understand that
concept?
b.
Could they help you?
4. Allow 5
minutes for productive math conversations about last night’s homework
5. Go over
any questions that all students were confused about, if any, since the topic
was completely new
Teaching Strategy:
1. Go over
vocabulary from this section with the class
a. Axis
b. Ordered
number pair
c. Midpoint
d. Orign
2. Use
drawing of coordinate plane on board to explain the different parts
a. X-axis
is the horizontal line
b. Y-axis
is the vertical line
c. A.P #1
d. A.P. #2
3. Teach
students about ( , ) format
a. The
first number corresponds with the x- axis
b. The
second number corresponds with the y-axis
c. Use the
hint, “Superman must run before he can fly”
4. Demonstrate
how to plot a point
a. Think-aloud
so that students can follow what you are doing
b. First I
look at the ordered number pair
c. Next I
move along the x-axis to the first number
i.
If the number is positive, you move to
the right
ii.
If the number is negative, you move to
the left
d. Lastly,
I move up or down the y-axis to the second number
e. I place
a point on this part of the graph
f. I label
the point
5. Model
how to read a point on page 174 in Math Journal
6. A.P. 3
7. Students
work on finishing the page
a. Encourage
students who have questions to ask at this time
b. Answer
questions when needed
c. Go over
answers
8. Introduce
Game to students
a. Students
will spin 3 times with his/her eyes closed and walk towards the board with a
taped point
b. The
student must place the point on the coordinate grid
c. The
student must write and correctly say the point to get a point
d. The
students are in 2 groups/ teams
e. Students
at his/her seat must quietly write the answer down as well
i.
If the team at the board gets the point
wrong, the opposing team can take the point
Summarizing Strategy:
1. Ask the
essential question
2. Assign
Math Boxes 5.1-5.5 due one week from today
Lauren
Nearhoof
1/4/14
Mathematics Unit 5
Review 5.1-5.4
Standards:
M6.B.2.3.1: Define, label and/or identify
right, straight, acute and obtuse angles.
M6.B.2.1.3: Measure angles using a protractor up to 1800 -
protractor must be drawn - one side of the angle to be measured should line up
with the straight edge of the protractor.
M6.C.1.2.2: Identify, draw and/or label points,
planes, lines, line segments, rays, angles and vertices
M6.A.1.4.1: Model percents (through 100%) using
drawings, graphs and/or sets (e.g., circle graph, base ten blocks, etc)
M6.A.1.1.1: Represent common percents as
fractions and/or decimals (e.g., 25% = ¼ = .25) – common percents are 1%, 10%,
25%, 50%, 75%, 100%.
M6.C.3.1.1: Plot, locate or
identify points in Quadrant I and/or on the x and y axes with intervals of 1,
2, 5 or 10 units - up to a 200 by 200 grid. Points may be in-between lines.
Essential Question:
How
are you able to demonstrate that you have mastered the material in sections
5.1, 5.2, 5.3, and 5.4?
Assessment Prompts:
(Are
assigned by station)
1.
Can
you draw a 212°?
2.
Where
are the vertical angles in this image? The supplementary angles? The adjacent
angles?
3.
How
are angle relationships different that the different types of angles?
4.
How
many degrees should 78% be in a circle graph?
5.
Can
you demonstrate how to draw 38% in a circle graph?
6.
Can
you plot the point (-6, 4)? Demonstrate.
Materials:
·
4
groups previously divided into an equal number of students
·
4
group leaders chosen
·
Math
templates/ protractors
·
Note
cards with angle measurements written on them
·
Worksheet
of angles cut out
·
Table
of surveyed information
·
Worksheet
of angles that contain vertical and supplementary angles
·
Graph
paper
·
Markers
Activating Strategy:
1.
Place
quiz statistics on PowerPoint or on chalkboard
2.
Have
students find the mean, median, and mode of the scores
3.
What
is the mean?
4.
What
is the median?
5.
What
is the mode?
Teaching Strategy:
1.
Coach
each group leader on the information from his/her designated station
a.
Station
1: 5.1
i.
Measuring
angles
ii.
Drawing
angles
iii.
Classifying
angles
iv.
Labeling
angles
b.
Station
2: 5.2
i.
Identifying
angle relationships
1.
Supplementary
2.
Adjacent
3.
Vertical
ii.
Finding
missing angles without a protractor
c.
Station
3: 5.3
i.
Analyzing
data
ii.
Converting
a table into percentages
iii.
Graphing
a circle graph using a protractor
d.
Station
4: 5.4
i.
Plotting
points
ii.
Reading
points
iii.
Understanding
the concept of mid-points
2.
At Station 1(See
directions sheet attached)
a.
Students
will classify angles based on the type
i.
Acute
ii.
Obtuse
iii.
Reflex
iv.
Straight
v.
Right
b.
Students
will draw specific angle measurements
i.
Have
cards with angles on each
ii.
Students
will pull cards and draw the corresponding angles
iii.
Have
angles prepared
1.
45°
2.
87°
3.
180°
4.
354°
5.
15°
iv.
Students
will trade cards and measure the angle to ensure that it was drawn correctly
3.
At Station 2
(See directions sheet attached)
a.
Students
will classify the type of angle relationship based on the picture
i.
Supplementary
ii.
Vertical
iii.
Adjacent
b.
Students
will find missing angles without a protractor
4.
At Station 3
(See directions sheet attached)
a.
Students
will analyze the data by completing the missing parts from the table
i.
How
many total people were surveyed?
ii.
What
is the fraction for each possible answer
iii.
What
is the decimal for this fraction?
iv.
How
do you find the angle measurement?
b.
Students
will create a circle graph together
i.
Graph
must be labeled correctly
ii.
Graph
must have a title
c.
Students
will write a brief paragraph describing the data based on the circle graph
5.
At Station 4
(See directions sheet attached)
a.
Students
will plot random points on graph paper
i.
Must
create x and y axis
ii.
Must
set up a scale for each line
b.
Students
will pass paper to partner
i.
Students
will identify the points
ii.
Students
must write coordinate points in correct order ( ,
)
c.
Students
must check the work of his/her partner
Summarizing Strategy:
1.
Hand
back quiz
2.
Have
students look at mistakes
3.
On
a post-it note students will write one thing they learned today that could have
helped them get a better grade on the quiz
Homework:
Students
must fix all mistakes from the quiz and will have 3 days to complete this
Reflection:
Station 1
Directions
1.
Take the pile of angles and group them based on type. For example, all of the
acute angles should be in one pile. Once completed, have your group leader
ensure that all of the answers are correct before moving to step 2.
2.
Once your group has successfully classified the type of angles, each one of you
will pull a note-card from the pile. On the note-card, you will find an angle
measurement. On your whiteboard, draw the angle. When all members of the group
are completed with this task, pass the whiteboards to the left.
3.
Measure the angle on the whiteboard you have been passed. Write the angle on
the whiteboard and give it back to the original owner. Was the angle correct?
If not, try again.
Station 2
Directions
1.
Look at the pictures of angle relationships with your group mates. Classify the
different pictures based on the type. For example, all of the vertical angles
should be placed into the same pile. Once completed, have your group leader
ensure that all of the answers are correct before moving on to step 2.
*** Supplementary angle
relationships and adjacent angle relationships can be the same!
2.
Each student in your group should take a worksheet and complete it to find the
missing angle measurements without
a protractor. Once completed, compare your answers with another person in your
group.
Station 3
Directions
1.
As a group, pick from the collection of data tables and answer the following
questions as a group.
i.
How
many total people were surveyed?
ii.
What
is the fraction for each possible answer?
iii.
What
is the decimal for this fraction?
iv.
How
do you find the angle measurement?
2.
Once you have answered the following questions, draw a circle graph
representing the collection of data. Be sure to label the graph and each piece
correctly. Everyone should be involved in drawing an angle!
3.
As a group, write a brief 3-4 sentence paragraph describing the data in your
circle graph. You may write this directly under the circle graph.
Station 4
Directions
1.
Each member of your group should take a piece of graph paper. On the graph
paper draw the x and y axis and create a scale for each line labeling it
correctly. For example, the scale may go by ones, twos, fives, tens, or
hundreds.
2.
Randomly plot 6 points on your coordinate grid.
3.
Pass your coordinate grid to the person to your right.
4.
Once you have been given someone else’s graph paper, write out the points in
correct format.
Lauren Nearhoof
2/3/14
Mathematics
Unit 5
Lesson
5.5- Transformations
Standards:
2.9.6.B: Predict and
describe the result of a translation (slide), rotation (turn), or reflection
(flip) of a 2- dimensional shape.
M6.C.2: Identify and/or apply concepts of transformations or symmetry.
Essential
Question:
What are the
different types of transformations and can you identify them?
Assessment
Prompts:
1. What are the differences between
a reflection, a translation, and a rotation?
2. How can you identify a reflection?
3. How can you identify a rotation?
Materials:
·
Access
to a computer
·
Math
Journal
·
Student
Reference Book page 180
·
A
transparency of 179, 180, and 181
·
Overhead
projector
·
Overhead
markers
Activating
Strategy:
1.
Starter:
Have students complete number 2 in Math Journal pg. 176
2.
Allow
5 minutes
3.
Used
as a review from the last lesson
4.
Teach
midpoint briefly
5.
Does
anyone have any questions about how to plot points?
Teaching
Strategy:
1.
Go
over vocabulary from this section
a.
Transformation
b.
Translation
i.
Slide
c.
Reflection
i.
Flip
d.
Rotation
i.
Turn
e.
Preimage
f.
Image
2.
Read
SRB 180 aloud with the class
3.
Show
video to class
a.
Hand-out
study guide for the video
b.
Read
the directions of the hand-out aloud so students are aware of the task while
watching the video
d.
Tell
students that they must fill-out the worksheet as they watch the video as a
form to take notes
e.
Students
must focus on the three different types of transformations
f.
Go
over the answers from the notes worksheet
4.
Ask
A.P. 1
5.
Turn
to page 180 in Math Journal
a.
Model
number 1 and 2 on overhead projector
b.
Think
aloud for the students
c.
Point
out the image
d.
Point
out the preimage
6.
Ask
A.P. 2
7.
Turn
to page 181 in Math Journal
a.
Model
number 2 on overhead projector
b.
Think
aloud for students
c.
Ask
students which is the image and which is the preimage
8.
Ask
A.P. 3
9.
Turn
to page 179 in Math Journal
a.
Read
the example at the top of the page aloud
b.
Model
number 1
c.
Think
aloud for students
Summarizing
Strategy:
1.
On
a note card, write 3 things you learned today, 2 things you already knew, and 1
question you still have about what we learned today
2.
Collect
answers as a ticket out the door
3.
Assign
the remaining problems from page 179, 180, and 181 for homework
