Office of Curriculum & Instruction

SY: 2016-2017

Subject: Mathematics

Theme: “What your Angles”

Grade Level: 4

2-6-2017 to 2-10-2017

Teacher: Asenati Taase

LESSON PLAN

AMERICAN SAMOA DEPARTMENT OF EDUCATION STANDARDS:

Standard1: Students investigate numbers, ways of representing numbers, relationships among

numbers, and number systems.

Benchmark(s): 4.1.2: Geometric measurement: understand concepts of angle and measure

angles

COMMON CORE Standard (s): Geometry 4.G Draw and identify lines and angles, and classify
shapes by properties of their lines and angles. 1. Draw points, lines, line segments, rays, angles
(right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional
figures. 2. Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize right
triangles as a category, and identify right triangles. 3. Recognize a line of symmetry for a two-
dimensional figure as a line across the figure such that the figure can be folded along the line into
matching parts. Identify line-symmetric figures and draw lines of symmetry

OBJECTIVE (S):SWBAT:

Day 1and Day 2: Identify the characteristics of 4 different angles and create different types of
Angles.

Day 3 and Day 4: Accurately describe parallel and perpendicular lines. Students will also be able
to understand that two rays joining together in vertex make and angle. Students will be able to
create their own lines, rays.

Day 5: Analyze and measure angles using a protractor. The student will identify angles as right
angle, acute angles, and obtuse angles. The student will build and draw right, acute, and obtuse
angles.

VOCABULARIES
Vertex: The meeting point of two lines or rays
Right angle: Has an exact measurement of 90 degrees
 Acute angle: Has a measurement between 0 and 90 degrees
Obtuse angle: Has a measurement between 90 and 180 degrees
Protractor: A tool used to measure angles

ASSESSMENT TASK:
Test

OVERVIEW/PRIOR KOWLEDGE:
Decimals place value
Comparing decimals
Writing decimals in word form

INSTRUCTIONAL PROCDURES
FOCUSING EVENT: (2-3 Minutes)

“I HAVE, WHO HAS GAME”will be use this whole week.

REVIEW

 Post all the Vocabulary words on board. Ask students if they are familiarize with the
Vocabulary words. Share, discuss and give examples.

TEACHER MODEL: (I DO)

Day 1:
 Introduce the concept of angles. Tell students that angles are made up of two rays with a
common endpoint.
 Create a chart of angles, including their measurements and drawings to illustrate their shape.
This can be done on a whiteboard, projector, or using an interactive whiteboard. The should
include right angles(90˚), obtuse angles(greater than 90˚), acute angles(less than 90˚),
and straight angles(180˚).
 This is will be the students' point of reference during the game.
 Explain the rules of the game. Tell students that you will be calling out names of angles, and
you want them to reply by creating the shape of the angle with their arms, followed by them
naming the degrees.
 Demonstrate to the class how you would like this done. For example: Say "right angle" and
make your arms into an "L" shape. Finish by saying "90 degrees!"
 This can be repeated for all four kinds of angles, if necessary.

Day 2:

 Tell students that today they will be learning about 4 different types of angles.
 Begin your presentation with a right angle. Demonstrate how a right angle measures 90
 degrees with a protractor. Ask students to name some items in the room with a right
angle. Example: the corner of a book, the corner on the window.
 Introduce the other angles by referring to and comparing them to the right angle.
 Tell students that an acute angle is smaller than a right angle, or under 90 degrees, and that
an obtuse angle is wider than a right angle, or greater than 90 degrees.
 Tell students that when an angle measures exactly 180 degrees, it just looks like a straight line
and is referred to as a straight angle.
 Create an anchor chart with the 4 angles that lists their characteristics. Ask the students to
help you create a T-chart on the whiteboard or the document camera and write down how the
angles are similar and how they are different.
 Discuss and check for understanding.
 In this session you will use a kinesthetic strategy to reinforce the names of the angles and
their measurements.
 Tell the students that they will be demonstrating the different angles that you just discussed
by using their arms.
 Ask everyone to stand up and leave an arms distance between each other.
 Tell them their bodies will be the vertex, or the point of the angle, and their arms will
represent the angle's rays.
 Demonstrate each angle with your arms and ask the children to name each of the angles.
 Tell the students that they will now make the angle with their arms when you say the angle’s
name.
 Call out the different angles and observe students to check for understanding. Repeat several
times until students appear to consistently demonstrate the angles correctly.


Day 3 and Day 4:

Introduce the lesson for today. Children will sit around the teacher while the teacher reads the: Pigs
on the Ball by Amy Axelrod . This book will briefly in traduce the basic concepts of geometry. After
the completion of the book, teacher can ask the students question about the book. Teacher can also
use this time to relate the story to today’s geometry lesson: lines, rays, and angles.Lines: Parallel and
Perpendicular.

Line: goes on forever in both directions

Ask the students if they can name a line.
Examples: Lines on the highway
Railroad tracks

Parallel Lines: two lines (that go on forever) beside each other that never intersect or touch each other
Example: Lines on the highways
Railroad tracks
 A

This is point A. When two points are connected with a straight The sides of a triangle
Points are named line, we get a line segment. We call this line are line segments.
with capital letters. segment AB or line segment AB (note the bar on top).

A line has no beginning point or end point. Imagine it continuing indefinitely in both directions.
We can illustrate that by little arrows on both ends.

We can name a line using two points on it. This is line EF or line (note the arrowheads).
Or, we can name a line using a lowercase letter: this is line s.

A ray starts out at a point and continues off to infinity. We

can show
that by drawing an arrow at one end of the ray. Think of the
sun's rays:
they start at the sun and go on indefinitely.
We can name a ray using its starting point and one other
point that is

on the ray: this is ray QP or ray (note the one

arrowhead). Or, we can
name a ray using a lowercase letter: this is ray r.

What is an angle? Many people think that an angle is some kind of

slanted line. But in geometry an angle is made up of two rays that
have the same beginning point.

That point is called the vertex and the two rays are called thesides
of the angle.

To name an angle, we use three points, listing the vertex in the

middle.
 This is angle DEF or ∠DEF. We can use the symbol ∠ for angle.

Day 5: Introduce the lesson of the day. Tell the students that angles are a very important concept in
geometry though they are not often thought about in our daily lives. However, angles impact our lives
in more ways than we think. Explain to students that we all use angles without even realizing. Ask
students to brainstorm how angles are used in the world around us. Create a list from the
brainstorming session.

Discuss the following questions:

1. How do people in various professions use angles to complete their work?
2. How do all people use angles in their everyday lives?
3. How do you ( as a child/student ) use angles?
Some possible ideas include the following:
A baseball player moves across the field at various angles to catch a ball
A football player throws a pass at the correct angle for a receiver to catch the ball
When parking a car a driver uses the concept of angles to park in a particular space, especially
when parallel parking
A pilot maneuvers an airplane using a variety of angles to fly and land
A contractor uses angles to build a house, a school, or any structure
A cook holds a knife at various angles to chop and prepare foods
A child uses angles to build a skateboard ramp or a bike jump
A child skis or sleds at various angles to complete a downhill run
A nurse adjusts a bed to create an angle that is comfortable for a patient
A student places books on a shelf at a slight angle to prevent them from tipping over
Umbrella’s can be tilted at an angel in order to stop rain or provide shade

GUIDED PRACTICE:

Day 1:
 Ask for two volunteers. Explain that these two will demonstrate how two people can play the
game together.
 Have your volunteers play the game while you help guide them through any confusion. One
person should be the "caller" of each angle. The other person will create the angle with their
arms, and call out the angle degrees.
 Ask if any of your students need clarification or have any questions.
 Play the game with the whole class.

Day 2:
 Students will now participate in a hands-on activity in which they will create their own angle
poster using toothpicks to represent the four types of angles.
 Prior to this activity with the students, create your own poster to provide an example for the
students.
 Pass out the toothpicks, glue, construction paper, and markers.
 Display your poster and explain how they will use toothpicks to create the four types of
angles on construction paper.
  The toothpicks should be glued down and be a correct representation of the angle.
 Tell students that they will use a marker to write the title for the poster and label all the
angles.
 Encourage students to make colorful and creative posters.
 Check for understanding and accuracy as the students create their posters

Day 3 and Day 4:

After the completion of the discussion (above) over lines and parallel lines, the teacher can pass out
2 Twizzler strips to each student. Explain to the students that they will be using these 2 Twizzler
sticks to show what parallel lines look like. Note: The samples should not intersect.

3. Once the students understand what parallel lines are discuss perpendicular lines.
Perpendicular lines are two lines that intersect or cross to make right angles. Tell the students to make
a “T” with their Twizzler strips

4. Use the next few minutes to reinforce the concept of lines by asking the students questions about
what has just been covered. Ask students to describe and make examples in their own words of what
lines, parallel, and perpendicular lines are.

5. Finally, allow the students to eat their Twizzlers.

Rays, Angles: Acute, Right, and Obtuse

6. For the next lesson, have the students sit around the teacher while he or she asks the students
questions about rays and angles from the book. Question the students to see if anyone knows or
remembers what rays and angles are.

Ray: has one endpoint and goes on forever

Teacher then can draw a ray on the board.
Ask the students to compare a line and a ray.
What is the difference?

Angle: is the joining of two angles together at the vertex

Teacher can draw an angle on the board.
Ask the students if they can look and find anything around the room that is an angle. If the students
do not find anything, the teacher can find many examples in the classroom.
Ask the students how a ray and an angle are similar?
How are they different?

7. Explain to the students that there are many types of angles. However, today we are only going to
learn about acute, right, and obtuse angles.

Acute: angle that measures less than 90 degrees

Right: angle that measures exactly 90 degrees
Obtuse: angle that measures more than 90 degrees

8. Give each student a pipe cleaner that they can manipulate to make the three types of angles.
Reinforce the fact that an angle is composed of two rays with one endpoint that is the vertex.
9. Once each student has a pipe cleaner:
• Direct each student to hold the pipe cleaner flat
• Tell each student to work with their neighbor to make a parallel line
• Tell each student to work with their neighbor to make a perpendicular line

10. Explain to the students that acute angles are smaller that right angles and that right angles are
smaller that obtuse angles. Show them the pictures of characters from a handout which reinforces the
definitions of these terms.

11. Have the students manipulate the pipe cleaners to make acute, right, and obtuse angles. The
students will enjoy manipulating the pipe cleaners as they develop a greater spatial sense with this
lesson.

Day 5:

Take the students on a walk around the school, both inside and outside. Have students work in pairs
to identify and list angles they see in and around their school. The list may include the following:
bike wheel spokes, pizza slices, clothing hangers, binders, hands of a clock, a playground slide, an
open door, door stopper or wedge, chair, and even a pencil is held at an angle when used for writing.
Gather the class and ask each team to share two examples of angles. Create a class list of angles on
the board, flipchart, or overhead: Next, provide each student with a copy of the Angle Facts
Worksheet (PDF). Guide students through each bullet on the worksheet. Draw examples of a straight
line, right angle, acute angle and obtuse angle on the board or overhead. Have students create
vocabulary index cards with drawings and definitions for each of the bolded words on the worksheet;
vertex, degrees, right angle, obtuse angel, and acute angle. Direct student attention back to the class
list generated in #2, above. Ask if there are any right angles on the list? Most likely students did not
identify right angles. We tend to forget that a straight corner measuring 90 degrees is actually an
angle. Instruct students to look around their classroom and identify at least five right angles. Items
might include a television screen, computer monitor, calendar, book, window, and folder. This step
can be repeated using acute angles and obtuse angles. Present students with the following scenario:
RG and Hannie are working at the Raymond Geddes Elementary School Store. They are setting up a
new sales display that includes several different math tools which includes rulers and protractors. RG
and Hannie are not familiar with a protractor.
RG asked, “What is a protractor?"
Can you help RG and Hannie solve some problems using a protractor?
To help complete the scenario, ask students to define a protractor. Explain that a protractor is a tool
used to measure angles. Ask the students if they have seen or used a protractor before.
Next, pair students together and provide each group with a protractor. Instruct students to make a list
of observations based on the physical appearance of the protractor. Create a class list of observations
by allowing each group to share 1 or 2 observations. The list may include the following: It is shaped
like a semi circle (although some protractors can be a full circle)It looks like a ruler .It has numbers
labeled from 0 to 180. There are two rows or scales of numbers. The upper scale starts with 0 on the
left side and increases to 180 on the right. The lower scale starts with 180 on the left side and
decreases to 0 on the right. The upper scale measures angles with openings on the left. The lower
scale measures angles with openings on the right. The protractor is clear so that the angle can be seen
and measured accurately. Demonstrate how a protractor is used. Draw an angle on an overhead
transparency or the board. Align the straight edge of the protractor along the bottom of the angle.
Align the center of the protractor at the vertex of the angle. Use the scale to measure the angle
accordingly. Pair students together and provide them with a copy of Angle Worksheet. Instruct
students to use a protractor in order to find the angle degree and the type of angle. Students can refer
to the Angle Facts Worksheet for help in identifying the types of angles.

INDEPENDENT PRACTICE:
Day 1:
 Separate your class into pairs. Tell students you will be playing again, and that they will have
the chance to both call names of angles as well as model the shapes and name the degrees.
Allow each side to call and respond for five minutes. As the game is being played, walk
around to check student understanding and to ensure that they're on task.
 Enrichment: Give students who need more of a challenge index cards with drawings of
angles and let them measure and name the angles.
 Support: Pair students who need extra help with students who have a strong understanding of
the material. You could also play the game with the student one-on-one or provide index
cards with labeled angles as a reference.

Day 2:
 Students will complete their toothpick posters independently.
 Walk around as they work and provide verbal feedback.
 Encourage students to create colorful and creative posters.
 After completion of the activity, collect the posters to have items for a great bulletin board
display.

Day 3 and Day 4: Write 5 problems on board and have students solve it.

1. Write if each figure is a line, ray, line segment, or an angle, and name it.

b. c.
______________________ ______________________
a. _______________________ _ _
 d. e. f.
___________________ ____________ ____________
____ ___________ ___________

2. a. Find the angle formed by the rays DE and DF.

How do we name it?

b. Find the angle formed by the rays CA and CE.

How do we name it?

c. What is BD? (a line, a line segment, or a ray)?

3. a. Draw two points, D and E. Then draw line DE.

b. Draw point Q not on the line.
c. Draw rays DQ and EQ.
d. Find angles EDQ and DEQ in your drawing.

Day 5:Complete worksheet.

HOMEWORK:
Day 1: Practice and Review today’s work.

Day2:Practice and Review today’s work.

Day3: Give students at least 10 problems.

Day4:Practice and Review today’s work.

Day5:Practice and Review today’s work.

CLOSURE:
Day1:
 Bring students together to remind them that angles are created when two rays share a common
endpoint.
 Refer to your chart to emphasize the names of angles and their corresponding degrees.
 Point out examples of angles around the classroom, and encourage the class to do the same.
For example, you could point out that the corners of a window create a 90 degree angle.

Day2:
 Toothpick posters should be displayed in the classroom.
  Discuss posters and math concepts.
 Discuss techniques used on the poster that made it visually attractive and interesting.

RESOURCE/MATERIALS:
Pencil
Chalk
Lesson plan
Notebook
Linepapers
Teachers Guide
Ruler
Worksheets
Construction Paper
Crayons or Colored Pencils
Glue
Index Cards
Protractor
Toothpicks
Candy
Story : pigs on the ball.

EVALUATION:

Day1-5: About 85% of the student will meet the objective and 15% still needs assistance
throughout this whole week.

TEACHER REFLECTION
What worked?
Using hands on activity really get students going on fraction. Using the poem and the use of
what we use daily make it easier for them to solve fraction.

What didn’t work?

Students had hard time to simplest form or lowest term each fraction.

How would you improve this lesson?

I gave them a song that has rules of finding the simplest form. I also give them a lot of
worksheet for more practice.