Kassandra Betz

This lesson plan was used in advanced 8th grade class. It was done in my practicum. It shows
how I would teach students how to use technology in the classroom. I would use this to show
the students hot to use a compass and also technology.
Lesson Plan: Day 3
Unit Title

Basics of Geometry
Measuring and Constructing Angles

Subject Area

8th grade Geometry

Lesson Title

Measuring and Constructing Angles

Audience Description

This is the Advanced Geometry class that meats for 1st hour.
There are 10 students in this class. They are all advanced
students and working on high school level material. They work
at a faster pace. They all considered gifted. They can sit
wherever they want to. In the front there is normally a table of 5,
a table of 4 and then 1student sits by her.

Lesson Length

44 minutes. 8:27-9:09

Objectives

-Students will be able to construct a copying angle on Geogebra.

(Blooms Taxonomy: Synthesis).
-Students will be able to experiment with technology to be able
to dissect angles, measure angles with Geogebra. (Blooms
Technology: Analysis).
-Students will be able to compare how to work with angles with
a compass compared to technology. (Blooms technology:
Evaluation).

Standards/Benchmarks

Mathematics | High SchoolGeometry

Congruence

G-CO

Make geometric constructions.

Make formal geometric constructions with a variety of

tools and methods (compass and straightedge, string,
reflective devices, paper folding, dynamic geometric
software, etc.). Copying a segment; copying an angle;
12.

bisecting a segment; bisecting an angle; constructing

perpendicular lines, including the perpendicular bisector
of a line segment; and constructing a line parallel to a

Kassandra Betz

given line through a point not on the line.

Anticipatory Set
5-7 minutes

On the board will be these problems. The students will use page
16 in spiral/composition notebooks.
1)

Angles ABC = 96 degrees

Answer:
(3x+1)+(4x-3)=96
7x-2=96
7x=96+2
x=14
2) What is angle CAB?

Answer:
64 degrees = x + 53 degrees
11 degrees =x

Lesson Activities

First we will be bisecting an angle with a compass. Have the

Kassandra Betz

30-32 minutes

students grab a compass and a straightedge from the front of the

room. As the teacher, use the projector and show the students
how to do it. Answer questions as they arise.
Steps are: (also in the textbook section 1.5)
1. Draw an acute angle. Label the vertex A.
2. Place the compass at A. Draw an arc that intersects both
sides of the angle. Label the intersections B and C.
3. Place the compass at C. Draw an arc.
4. Place the compass at B and using the same radius as step
3, draw another arc.
5. Label the intersection G. Now use a straightedge to draw
a ray through A and G.
6. This is the bisector.
Now the students will be working on an iPad. The teacher will be
working on an iPad and project it so the students can also see
what is going on. They should be following along to start with.
-Have the students open the GeoGebra app.
-Next they will click Geometry.
-Click on the 3rd icon from the left. Then click on the icon that
says Ray.
-Make one ray and then make another ray with the same starting
point. This will make an angle.
-Click on the move arrow (first one on the left). Have the
students move the points around to show how point A will be the
same.
-The 6th icon from the left will be the next tool. Click on the
Circle with Center and Radius. Click on point A and then type in
a radius of 3. Some students might want to make the radius
bigger because we will want to have the next couple of circles
intersect. This will become clearer in the next couple of steps.
-Next use the Intersect tool. It is the 2nd to the left icon. Click on
the circle and then one ray. Do it again with the other ray. This
will make point D and E.
-Use the Circle with Center and Radius tool again. This time the
center will be point D and radius of 1.5. Then use the same tool
and center will be point E and a radius of 1.5. These two little
circles should be intersecting. If they are not use the move tool
(the first icon) to move the two rays closer until the circles are
intersecting.
-Use the intersect tool again to find the intersection of the two
small circles. This will give us two points.
-Now use the ray tool and connect point A with point G. We just
bisected the angle. Now we are going to make sure that the
angles are even.
-Use the Angle tool, which is 8th from the left. When using this
tool there is a key element. You have to go right to left when
clicking the angle points. For this example do angle EAG and
then angle GAD. The angles should be the same. Have the
students use the tool icon to move the points around and notice
hoe the ray AG always stays in the middle. Also, you can see the

Kassandra Betz
angles only if the two little circles are intersecting.
-Go around and check to make sure that the students got the
same angles. This will be a formative assessment. If they got it
then put a checkmark next to their name on the roster.
-Now we are going to bisect an angle one more way with the
iPad. Click on the last icon and click delete. Click on all of the
points, circle and rays.
-Have the students make an angle the same way. Use the rays to
make it again. Click on the icon that is 4th from the left. Then
click on Angle Bisector. Click on angle BAC.
-This will make a line go through the angle. Check to make sure
that this line makes the angles equal. Use the same method as
before. In order to do this, first you need to add a point to the
line.
-To do this click on the 2nd icon. Then the one that says point.
Add a point to the line that is bisecting the angle.
-Now use the same method to find the angles.
-Ask the students Do these two methods do the same thing?
The answer is yes.
-If there is time in the class have the students do both methods on
the same set of rays to see if they are the same.
Closure
3-5 minutes

Modifications
Resources

Have the students put away the iPads and the compasses. Tell
them the homework will be to compare and contrast the
GeoGebra and the compass methods that we did today. Come up
with 2-3 ideas for compare and also for contrast.
Also on page 26 of student journal please do #4-9. This will be a
comprehension check tomorrow.
The teacher workbook is on the back table. It has the information
in it.
As of right now, there are no modifications for these students.
Interactive notebooks, projector, whiteboard, pencil, paper,
Student Journal workbook, iPads, compass, straightedge.

Kassandra Betz