LESSON PLAN

Date: October 21 to November 1, 2024 Grade: 10 ENG & BLD DRAW

Duration: 6 hours 40 minutes Sessions: (1, 2x40 & 1,3x40min sessions p.w.)
Unit Title: Plane Geometry
Lesson Theme/Topic: Triangles Supervisor: Mr. Ean Creary
Using AutoCAD

STEM Inclusion:

 Science: Explore the geometric properties of triangles and their significance in nature and structures.
 Technology: Introduce students to the use of drawing software (optional) for technical drawing and digital
rendering of triangles.
 Engineering: Discuss the role of triangles in the design of stable structures (e.g., bridges, trusses).
 Art: Encourage creativity in design by incorporating triangles in technical drawings of objects.
 Mathematics: Reinforce the calculation of angles, sides, and perimeter, and use proportional reasoning in
triangle construction.

Prior knowledge/Learning:
 Students are familiar with traditional drawing techniques and have been introduced to AutoCAD.
 They are comfortable setting up their drawing environment and basic constructions in AutoCAD.
 Students would have been exposed to polygons and would have done Pythagoras Theorem in mathematics
 Students would have been exposed to angles and geometric figures.

Attainment Target:
By the end of this lesson plan, students will be able to define and categorize different types of triangles, accurately
construct various triangles given specific parameters using both manual and AutoCAD methods, replicate
geometric shapes, apply dimensioning and lettering techniques in their drawings, and utilize technology for
geometric construction.
General Objectives: At the end of lesson students should be able to

1. Define the term "triangle" and understand its significance in technical drawing.
2. List the different types of triangles and classify them based on sides and angles.
3. Discuss the properties of various triangles (e.g., equilateral, isosceles, scalene, right, acute, obtuse).
4. Construct triangles given different sets of parameters (sides, angles, and perimeter) using appropriate
drawing instruments and techniques.
5. Incorporate STEAM (Science, Technology, Engineering, Art, and Mathematics) principles to explore
the geometric and technical aspects of triangle construction.
Specific Objectives:
Objectives: By the end of the lesson students will be able to:
Students at the end of the lesson should be able to:
1. differentiate series from a parallel circuit

Specific Objectives by Domain:

Cognitive Domain (Knowledge and Understanding):

1. Define the term "triangle" and list its key properties.

2. Identify and differentiate between the types of triangles (equilateral, isosceles, scalene, right-angled, obtuse-
angled, acute-angled).
3. Analyze the geometric properties of triangles (e.g., angles summing to 180°).
4. Apply knowledge of triangles to solve problems involving geometric construction.

Affective Domain (Attitudes and Values):

1. Show interest and enthusiasm in technical drawing by participating actively in drawing exercises.
2. Appreciate the practical applications of triangles in engineering, architecture, and design.
3. Demonstrate persistence and attention to detail while constructing triangles accurately.

Psycho-motor Domain (Skills and Application):

1. Use technical drawing instruments such as rulers, protractors, compasses, and set squares accurately.
2. Construct triangles given specific dimensions (three sides, two angles and a side, or two sides and the
included angle).
3. Create precise technical drawings of triangles using geometrical methods and drawing tools.
4. Accurately measure angles, sides, and proportions in triangle construction exercises.

Resource Material(s):

1. Technical Drawing Instruments:

o Ruler
o Compass
o Protractor
o Set squares (45°, 60°)
o Drawing paper and pencil
2. Visual Aids:
o Posters or diagrams showing different types of triangles.
o Printed worksheets with construction exercises.
3. Digital Resources (Optional):
o Geometric drawing software (e.g., AutoCAD).
o Videos or tutorials on triangle properties and construction.
4. Geometry Tools:
 o Manipulatives like triangle cut-outs to illustrate the different types of triangles.

KEY VOCABULARY/ CONTENT OUTLINE

Content Outline

Content Outline:

Week 1:

1. Introduction to Triangles:
o Definition of a triangle.
o Overview of different types of triangles (equilateral, isosceles, scalene, right, obtuse, and acute).
o Explanation of key properties of triangles (sum of angles = 180°).
2. Discussion of Triangle Types and Properties:
o Discuss the sides and angles of each type of triangle.
o Real-life applications of triangles in engineering and design (e.g., roof trusses, bridges).
3. Practical Drawing Exercise:
o Construction of an equilateral triangle using a compass and ruler.
o Step-by-step guide on how to draw an isosceles triangle given two angles and one side.

4. Advanced Triangle Construction Techniques:

o Constructing a triangle given three sides (using a compass and ruler).
o Constructing a triangle given two sides and the included angle.
o Solving for missing angles or sides using proportionality or geometry formulas.
5. STEAM Integration:
o Discuss how triangles are used in art and design (creating patterns, objects).
o Explore the mathematical importance of triangles in terms of symmetry and proportionality.

Week 2:

1. Constructing Special Triangles:

o Construction of triangles using given parameters such as perimeter and proportions of sides.
o Constructing a triangle with a given altitude and base angles using a compass and protractor.
o Using set squares to verify right angles.
2. Group Activity:
o Students work in groups to construct different types of triangles and compare their properties.
o Peer review: students check each other’s drawings for accuracy.
 3. Review and Practice:
o Recap of triangle properties and construction methods.
o Independent drawing exercises: students are given construction tasks (e.g., draw a triangle given the
perimeter and base angles).
4. Final Project:
o Students create a technical drawing that includes multiple types of triangles.
o Emphasis on creativity and precision, integrating STEAM elements like structural design or
patterns.
5. Assessment:
o Review student projects based on accuracy, use of proper construction techniques, and creativity.
o Provide feedback on technical skills and understanding of geometric concepts.

Key Vocabulary

Step 5: Evaluation (Assessment Activity to include Reflection)

Administer formative assessment (although checking for understanding should be done throughout the lesson). Rubrics should be used to
assess skill development
1. Triangle: A polygon with three sides and three angles.
2. Equilateral Triangle: A triangle with all sides of equal length and all angles equal to 60°.
3. Isosceles Triangle: A triangle with two sides of equal length and two equal angles.
4. Scalene Triangle: A triangle with all sides of different lengths and all angles unequal.
5. Right-Angled Triangle: A triangle with one 90° angle.
6. Acute-Angled Triangle: A triangle where all angles are less than 90°.
7. Obtuse-Angled Triangle: A triangle with one angle greater than 90°.
8. Perimeter: The total distance around the outside of a triangle.
9. Altitude: A line segment from a vertex perpendicular to the opposite side or its extension.
10. Base Angle: One of the two angles adjacent to the base of a triangle.
11. Included Angle: The angle formed between two given sides of a triangle.
12. Proportion: A mathematical comparison of two or more quantities, often used in scaling triangles.

Engage (Session 1, Week 1 - 40 minutes)

Objective: Introduce students to triangles and spark interest in their geometric properties and practical applications
in technical drawing.

1. Activity:
o Begin with a short interactive presentation on real-life uses of triangles in architecture, engineering
 (e.g., bridges, roof trusses), and design.
o Ask students to think about where they have seen triangles used in everyday structures.
o Use a video or slideshow to showcase how triangles are used in design, highlighting the strength and
stability they provide.

2. Discussion:
o Pose questions like: "Why triangles are so commonly used in construction and design?" and "What
makes triangles different from other shapes?"
o Have students share their thoughts and experiences of noticing triangles in structures.

Explore (Session 1, Week 1 - 80 minutes)

Objective: Guide students in exploring different types of triangles through hands-on activities.

1. Types of Triangles:
o Define a triangle and explain its basic properties.
o Introduce the different types of triangles (equilateral, isosceles, scalene, right-angled, acute-angled,
and obtuse-angled).

2. Group Activity:
o Students are given triangle cut-outs (manipulatives) and are tasked to classify them by type (sides
and angles).
o Students discuss the properties of each triangle (e.g., angles summing to 180°).

3. Hands-On Drawing:
o Demonstrate how to construct an equilateral triangle using a ruler and compass.
o Students practice constructing isosceles triangles, given two angles and one side.

4. Assessment:
o Observe students as they classify triangles and construct them using drawing tools, providing
feedback on their accuracy and method.

Explain (Session 2, Week 1 - 80 minutes)

Objective: Deepen students' understanding of triangle properties and reinforce technical drawing techniques.

1. Discussion:
o Review the properties of triangles, focusing on the sum of angles and the different classifications.
o Use diagrams and visual aids to explain the relationships between sides and angles in different types
of triangles.
 2. Advanced Triangle Construction:
o Demonstrate how to construct a triangle given:
 Three sides using a ruler and compass/circle mode in AutoCAD.
 Two sides and the included angle using geometrical construction techniques in AutoCAD.
o Introduce the concept of solving for missing angles or sides using proportionality or basic geometric
formulas.

3. Guided Practice:
o Students work in pairs to construct triangles with different sets of given data, applying their
knowledge from the previous lesson.
o Provide assistance and check for accuracy in their use of drawing instruments.

4. Assessment:
o Check students' drawings for accuracy and adherence to given parameters.
o Evaluate students’ ability to apply geometric formulas to solve for missing sides or angles.

Elaborate (Session 1, Week 2 - 120 minutes)

Objective: Apply knowledge to construct special triangles using more complex parameters and explore creative
applications in STEAM contexts.

1. Special Triangle Constructions:

o Demonstrate how to construct triangles with a given perimeter and proportions of sides.
o Show how to construct a triangle using an altitude and base angles.
o Emphasize the use of technical drawing instruments like the compass, ruler, and protractor.

2. STEAM Integration:
o Discuss how triangles are used in creative design projects, emphasizing the integration of triangles
in art and design (e.g., creating geometric patterns).
o Explore how engineers use triangle-based structures for stability and strength.

3. Group Work:
o Students work in small groups to construct special triangles, compare their properties, and verify
angles using set squares and protractors.
o Each group presents their constructions and explains the process and reasoning behind their
approach.

4. Assessment:
o Peer review of triangle constructions: students check each other’s work for accuracy and correct
technique.
o Teacher evaluates the accuracy of students' constructions and their collaboration in groups.
Evaluate (Session 2, Week 2 - 80 minutes)

Objective: Assess students’ understanding of triangle properties and construction techniques, and encourage
creativity in their final projects.

1. Review Session:
o Recap the types and properties of triangles.
o Briefly review the different construction techniques covered in previous lessons.

2. Independent Drawing Exercise:

o Assign individual tasks where students are required to construct various triangles based on specific
parameters (e.g., draw a triangle given the perimeter and base angles).
o Challenge students to include different types of triangles within a single technical drawing.

3. Final Project:
o Each student creates a final technical drawing that includes multiple types of triangles,
demonstrating precision, accuracy, and creativity.
o Students are encouraged to integrate STEAM concepts, such as using triangles in structural design
or creating aesthetically pleasing patterns with triangles.

4. Assessment:
o Formative: Evaluate students' in-class drawings for precision and use of proper construction
techniques.
o Summative: Grade the final technical drawing project, assessing students’ understanding of triangle
properties, accuracy in construction, and creativity in design.

5. Feedback and Reflection:

o Provide individual feedback on technical skills and geometric understanding.
o Encourage students to reflect on how triangles are essential in both technical drawing and real-world
applications.
Evaluation (Teacher’s reflection on the lesson and the lesson objectives) 10ENGINEERING DRAWING
The lesson (was / was not) completed. Reason was not:

All lesson objectives (were / were not) achieved. List objective/s not done:

Learning Outcome:
Methodology used (was / was not) appropriate. Reason was not: ________________________________________
Classroom management (was / was not) effective. Reason was not: _____________________________________
Instructional Materials used (were / were not) appropriate. Reason were not: _____________________________
Students’ Participation Grade: Students’ Behaviour:
Students’ degree of completion of assigned tasks:
Workbook Page(s): ___________________________ Worksheet Activity: ____________________________
Special comments:
Evaluation (Teacher’s reflection on the lesson and the lesson objectives) 10BUILDING DRAWING
The lesson (was / was not) completed. Reason was not: Some objectives are more practical to attain over time when
students are given actual working drawings to complete.
All lesson objectives (were / were not) achieved. List objective/s not done:
Learning Outcome:
Methodology used (was / was not) appropriate. Reason was not: ________________________________________
Classroom management (was / was not) effective. Reason was not: _____________________________________
Instructional Materials used (were / were not) appropriate. Reason were not: _____________________________
Students’ Participation Grade: Students’ Behaviour:
Students’ degree of completion of assigned tasks:
Workbook Page(s): ___________________________ Worksheet Actvity: ____________________________
 ACTIVITIES
Construct the following angles: