KUTZTOWN

UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Morgan Rambo Date: 4/13/2021 Time: 10:45-11:30
Cooperating Teacher: Mrs. Shenna Kuczynski Coop. Initials: SK
Group Size: 19 Allotted Time: 45 minutes Grade Level: 4th
Subject or Topic: Measuring angles Section:

STANDARD: (PA Common Core):
• Standard - Standard - CC.2.3.4.A.2
o Classify two-dimensional figures by properties of their lines and angles.

I. Performance Objectives (Learning Outcomes)

• The students will classify angles by using a protractor to measure and find their
degrees.

II. Instructional Materials
• Measuring angles worksheet (16 in person, 3 upload)
• Measuring angles exit slip (16 in person, 3 upload)
• Angles powerpoint
• Students will receive colored paper to help extend line of angle (19)
• YMCA Angle song review
o https://www.youtube.com/watch?v=2MWYakuD8_k

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
• Prerequisite skills:
o Classify angles based on their properties or characteristics.
• Key vocabulary:
o Obtuse angle- between 90° and 180° degrees.
o Right angle- a 90° degree angle
o Acute angle- between 0° and 90° degrees.
o Straight angle- a 180° degree angle.
o Protractor- instruments used to construct and measure plane angles
o Vertex- the common endpoint in an angle
• Big idea:
o Geometric relationships can be described, analyzed, and classified based on
spatial reasoning and/or visualization.
• New content:
o Using protractors to measure angles.









IV. Implementation
A. Introduction –
• Teacher will review angles with students by calling out an angle name and
the students will model what that angle looks like with their movements they
learned in a prior lesson.
o “show me a right angle, how many degrees is a right angle”
§ (90 degrees)
o “show me an acute angle, how many degrees is an acute angle”
§ (Between 0 and 90 degrees)
o “show me an obtuse angle, how many degrees is an obtuse angle”
§ (Between 90 and 180 degrees)
o “show me a straight angle, how many degrees is a straight angle”
§ (180 degrees)
• Teacher will play YMCA angle song to review the angles and their degrees.
o https://www.youtube.com/watch?v=2MWYakuD8_k
• After the video, the teacher will show the students a protractor and ask,
“Does anybody know what this is called and what it does?”
o (protractor and it is an instrument that measures angles)
• Teacher will pull up angles PowerPoint and show an angle, “What type of
angle is this and why?
o (acute angle, because it is smaller than 90 degrees)
• “What do we call this on an angle?” Teacher points to vertex.
o (vertex)
• “What is a vertex?”
o (common endpoint in an angle)


B. Development –
• "Today, we are going to rewind a little bit and continue learning how to
measure angles with our protractor because I know this may be tricky.”
• “Please get out your protractors, and someone please tell me what we have to
remember about our protractors.”
o (we should be responsible with them and are careful not to break
them because it is the school’s property)
• “Now, we are going to practice measuring these angles on this worksheet”
o Teacher will hand out measuring angles worksheet
• “Take a look at number one of the work sheet. First, what type of angle is this
that we can say just by looking at it?”
o (acute angle)
• “Next, I have to locate the vertex of the angle, where is the vertex?”
o Students will show where the vertex is.
• “I have to line up my circle with the vertex of the angle. Next, I have to line up
the line on the angle with the zero on my protractor. (teacher will be using
zoom as a document camera to show students this)








• “Now, I will take this bright piece of paper and line it exactly on top of my top
line of my angle to figure out what the measurement is. I will extend my line
by using my paper as a straight edge and draw on top of the line of the angle
towards the numbers on the protractor.”
• “Now that we extended our line, how many degrees is this angle? Remember
to start at zero and count up to where we extended our lines to.”
o (45 degrees because it is in between 40 and 50 degrees)
o “is our angle in fact an acute angle and why?”
§ (yes because it is measured under 90 degrees)
• “Now let’s think about a straight angle, what does our straight angle measure
at?”
o (180 degrees)
• “If we wanted to change our angle that we just measured at 45 degrees and
make it a straight angle, what would we have to do?”
o (we would have to add 135 degrees)
o “yes that is correct!”
• Teacher will go through the problems on the worksheet with students and
have them explain the steps how to measure an angle to check for
understanding of the concept.


C. Closure –
• “Now, think if one of your classmates was absent from class today, what would
you tell them we learned in class today.”
o (we learned how to use a protractor to measure angles, etc.)
• “Now I am going to hand you an exit slip, please complete this and you are free to
leave.”
• Teacher will collect the exit slips from students.


D. Accommodations / Differentiation -
• Students will receive brightly colored paper to help extend the line of their angle
when looking for the measurement of it.

E. Assessment/Evaluation plan
1. Formative
• Measuring angles Exit slip: students will complete the exit slip,
exit slips consists of naming the type of angle, measuring it,
and finding how many degrees they would need to add to
change it to a straight angle from the angle that it is measured
at.
• Thumbs up/thumbs down/thumbs in the middle observation-
to check that everyone is ready to move on in the lesson.

2. Summative
• Project on lessons 1-3


V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on
students’ performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)

Out of the twenty-one students present for this lesson, eighteen of them
completed mastery work by the end of it. Those eighteen students answered
all of the questions on the exit slip (quick quiz) and received a score of 100%.

The other three students that were present for the lesson, completed
acceptable-unacceptable work by the end on their quick quiz. One
student only missed one question out of three given and the other two
missed two questions out of the three given. Tomorrow, I will have a
quick conference with these students and go over their exit slips with
them while the other students are working independently. If it is clear
that they do not understand the content, I will work with them in a
small group or one-to-one on using a protractor while the other
students independently work.


B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to questions recorded after lesson is taught.)
1. Did I finish on time?

I paced my lesson well and was able to get my closure in before the
bell rang. I made sure to set reminders on my watch to know when I
had 10 minutes left in class. I also made sure to keep watch of the time
during my lesson.

2. Did the students respond well to the lesson?

Since this was a second lesson on using a protractor, the students
responded very well to the lesson. They were engaged and
understanding the content that was taught. They really enjoyed the
YMCA types of angles song and ask to do their movements every day
before math starts.

3. What could I improve on for next time?

I could have the lesson be more interactive. Thinking of ideas for next
time consists of putting tape on a table in different directions and
having the students measure the angles that the tape makes. Students
would then use a dry erase marker and write down the degrees and
classification of the angle on the table.






VI. Resources
• Angles PowerPoint
• Angle review YouTube link
o https://www.youtube.com/watch?v=2MWYakuD8_k
• Measuring angles worksheet

Name: __________________________________ Date:______________________

What Kind of Angle?

Directions: Use the protractor to measure the angles shown for each example. Write whether
the angle is acute, right, or obtuse.

1. 2.

3. 4.

• Measuring angles exit slip

Name: __________________________________ Date:______________________

Angles: Exit Slip

Directions: Circle what angle is shown below and find the degrees of the angle shown below.

1. obtuse acute right

____________________ °

2. How many degrees would you need to add to this angle to make it a straight angle?

____________________________________