ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education s2

Lesson Plan 2

Teacher(s): Subject: Math Grade(s): Grade band: 6-8 Setting: Unit: Geometry; Polygons in the Real World Number of Students:

Standard: Geometry 8.5- Use informal arguments to establish facts about the angle sum and exterior angles of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

Essence: G. 8.5- Properties of angles

Extensions:

1. Arrange angles in order from smallest to largest and vice versa 2. Sort angles into predetermined categories 3. Match identical angles

Lesson Objective: Least support Moderate support Most support

Students will be able to identify Students will be able to sort Students will be able to match an acute, obtuse, and a right given angles based on given acute, obtuse and right angle, and then arrange these predetermined categories triangle to corresponding picture angles in order from largest to (acute, obtuse, and right of an object/manipulative. smallest and vice versa. angles).

Activities : 1. The teacher introduces the name of the 2) The teacher will show students how to find out different angles (acute, obtuse, and right angle) what the angle type is by using the “What angle and shows examples of each in the real world. do I have” organizer. Then as a class they will sort real world examples with the teacher (using Polygons at School, Polygons in the Community, and Polygons Around Town books) . 3) Students will then complete an angle 4) Students will then be given 7 angles (3 right, 2 worksheet to practice their skills at orienting acute, and 2 obtuse) and will sort into their angle angles. types.

Warm-up:

ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education

Students will be asked 1) Do you think triangles have angles? 2) Do you think squares and rectangles have angles too? The class will then discuss.

Key Vocabulary: Angles Acute angle

Right angle

Obtuse angle

Barriers:

Universal Design for Learning (UDL) brainstorm: Representation Actions/ Expression Engagement How will instructional content and How are the students able to What interests and engages materials be presented to the interact with the materials and students in the learning process students (the “what” of learning)? demonstrate knowledge (the (the “why” of learning)? “how” of learning)? Graphic organizer “What angle do I have Hands on organizer” Tactile arrows Tactile arrows

Teaching Strategies: Modeling

Direction instruction

Repetition

Assessments: Response mode: Class sort on real world angles/Participation

ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education Angles worksheet

Angles organizer

Possible accommodations to use with this lesson: AAC Device Enlarged objects/text/angles

Pictures Colored overlays

Tactile representation Eye gaze board

Graphic organizer

Closing Activity:

The student will be given a worksheet with the name or shape of each of the angles (obtuse, acute, right angle). The student will then have to match the correct angle name with the example of the angles.

ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education