Looking at Things From Different Angles

7th Grade
1. Overview, Background & Rationale For Lesson Plan
Overview
This lesson plan will be used for a math class. I am teaching this lesson to a
Abstract
7th grade standard math class. This lesson includes self-paced activities that
will teach the concept of angles and angle relationships, while also reviewing
1-dimensional and 2-dimensional figures. I will teach the content through the
use of teacher-led instruction, independent practice, and small group
activities. This lesson is being taught because it aligns with the Georgia
Standards of Excellence standard of angles. Students will be assessed both
formally and informally through summative exams, homework, quizzes, and
other methods.
Background,
This lesson is developed for a class of about 30-35 students in three of my 7th
Culture and
grade math classes. This lesson was developed for these students because
Context
majority of the students have not been introduced to angles, angle
relationships, and triangles. Since this is a new concept, I will give students
time to learn the material and also practice in class.
In my classes, there is a diverse group of students. The majority of my
students are Hispanic, while the minority are white and black. Each student
brings a unique and different perspective to the classroom, and each student
learns differently. While working with my host teacher, I have noticed that my
students are more focused and on-task when they are able to move at their
own paces to learn the material.
My students have not yet learned the concepts of angles and angle
relationships. I am seeking to teach my students that most of the concepts
that they have learned previously (including 1-step and 2-step equations) are
important for the success of this unit and future units. I am also seeking to
teach my students that what they are learning is useful in places outside of
the classroom.
Rationale

This lesson plan covers a class period of 50 minutes.

This lesson fits into the larger class curriculum because it relates to the
Georgia Academic Knowledge Skills unit on angles including angle
relationships and triangles. This lesson connects to previous lessons
because it requires the use of prior knowledge of 1-step equations, 2-step
equations, 1-D figures, and 2-D shapes. This lesson connects to future
lessons because it is the basis for learning about geometry in both high
school and college.
I think that this lesson is important because the information taught will be
featured on Georgias state standardized test, the Georgia Milestones
Assessment System. If students are able to retain the information that I am
teaching, then they will have a greater chance of passing the math portion of
the exam, thus moving on to the next grade level. The lesson that I am
teaching sets the foundation for the higher level geometry that students will
be learning in both high school and college. I think this lesson responds to
the lives and times of my students because students are becoming more
independent in what they do. I will allow my students to take notes at their
own paces and also work on the activities at their own paces. I dont want my

students to feel rushed or pressured, but I do want them to understand that

what they are learning is important for their success in the future.
Based on the research that I have been reviewing in my teacher preparation
courses, it has been proven that long lectures are ineffective and that the
best way to have student understanding is by making lessons active and
engaging. It has also been proven that group work is effective for students
and the use of technology in addition to a short lecture is helpful for students
learning. My lesson meets this developmental need of middle level students
because it allows the students to be actively engaged while also working at a
comfortable pace. My students will receive a small amount of lecture time
compared to a large amount of hands-on and self-paced group activity time.
2. Lesson Plan Learning Outcomes And Procedure
Essential
If two parallel lines are cut by a transversal, which angle pairs are
Question(s) /
congruent?
Central Focus
If two parallel lines are cut by a transversal, which angle pairs are
supplementary?
How do you prove that two lines are parallel or perpendicular?
Learning
Students will know vocabulary terms including: vertical angles,
Objective(s)
congruent angles, adjacent angles, complementary angles,
supplementary angles, parallel lines, perpendicular lines, alternate
interior angles, alternate exterior angles, corresponding angles, and
transversal.
Students will understand the various relationships between angles
including angles that are formed when parallel lines are cut by a
transversal.
Students will be able to identify angles formed by two parallel lines
and a non-perpendicular transversal.
Students will be able to use the correct symbols and representations
when writing the measures of angles.
CCGPS or GPS
Standard(s)
MGSE7.G.5 Use facts about supplementary, complementary, vertical, and
adjacent angles in a multi-step problem to write and solve simple equations
for an unknown angle in a figure.

Introduction to
Lesson

Body of
Lesson

As an opening to the lesson, we will review specific problems from the

previous days homework. The homework problems are used as a review and
a tool to see what concepts students are having trouble with. After I discuss
the homework with the students, if time permits, the students will do an
objective chant. During an objective chant, the students will read aloud what
the objective is for the day. This allows the students to see the relevance of
what they are covering. (7 minutes)
For the beginning of my lesson, I will review relationships between angles
including vertical, adjacent, complementary, supplementary, and transversals
using the PowerPoint presentation from a previous lesson. (10 minutes)
For the next part of the body, I will explain to students how to participate in
the next activity. (5 minutes)

Instructional Strategies & Learning Tasks that Support Diverse Student Needs

For my activity, I will have students use manipulatives to construct visuals of

vertical, adjacent, complementary and supplementary angles and angles with
transversals. I will hand out an activity guide that will allow students to see
what is expected of them.
Students will be broken up into 2 groups. For my 1st period class, I will break
the students up into 3 groups with group facilitators being my mentor teacher,
our co-lab teacher, and myself. Within each group, each teacher will facilitate
the following activity.
I will pass out materials to my students. Each student will be given 3 straws
and 2 different kinds of beans, 4 of each. Students will follow the activity
guide to tell them what to do. Students will create adjacent angles and
vertical angles with the straws. For vertical angles, students will use one pair
of beans to show pairs of congruent angles and another different pair of
beans to show the other pair of congruent angles. Students will find angle
measures and illustrate supplementary angles for vertical angles. Students
will repeat the activity, this time placing 2 straws on their desks parallel to
each other. They will then place the third straw on top of the parallel straws
so that it intersects and is a transversal. I will then have students place beans
in the place of alternate exterior angles, alternate interior angles,
supplementary angles, acute angles, obtuse angles, etc. Through this
activity, I want my students to illustrate discourse by using the terminology
and vocabulary words necessary to describe relationships between angles.
This time will also be used to work with students independently to reinforce
difficult concepts. (25 minutes)

Closure

Learning
Supports:
Differentiation,
Modification(s)
and
Accommodation(s)

To manage my classroom, I will maintain a level of proximity by walking

around the classroom to see how students are engaged instead of standing
at the front of the classroom the entire time. This will calm disruptive students
and also boost students confidence, so that they will be comfortable with
asking questions if they dont understand a concept.
The last 3 minutes of class will be dedicated to time spent cleaning up and
preparing for the closing activity. Students will share their thoughts and
feelings as a brief reflection of the activities that we went over in class.
As a closing activity, students will have to write down any questions that they
still have about angles and angle relationships. They will also share
something interesting that they learned or something they enjoyed. Students
will turn the papers in as they are walking out the classroom. (3 minutes)
For students with special needs including IEPs, special education, etc., I will
provide a personal copy of notes on topics covered that day. This copy of
notes will include graphic organizers with as few words as possible so that
students with special needs can see the visual objective of what was taught
that day. For level 1 ESOL students, I will eliminate word problems on
assessments. Level 1 ESOL students will be given assessments containing
mostly operations, numbers, and pictures so that they will not face extreme
difficulties from struggling to read word problems. I will also maintain a level
of proximity by walking around the classroom instead of standing at the front
of the classroom the entire time. This will calm disruptive students and also

Formal and
Informal
Assessment

boost students confidence, so that they will be comfortable with asking

questions if they dont understand a concept.
I plan to assess students learning by giving both formal and informal
assessments. Some formal assessments that I plan to give are summative
exams, quizzes, and opportunities. These assignments are usually graded
after class and entered into the grade book on the same day, so that I will
know what to review for the next day. These assignments give me a
numerical value that helps me determine if my students are at, above, or
below what is considered passing for the grade level.
An informal assessment that I like is asking students to convey their feelings
about the lesson before we begin the group activity. I will give the option of
putting their thumbs up (understand and ready to move on), thumbs down
(do not understand at all), or thumbs to the side (I understand somewhat, but
Im still a little confused). If students put their thumbs down or to the side, I
will pull them aside and work independently with them for a few minutes
before they begin the group activity. This will give me the opportunity to work
with my student(s) in a small group setting to see what concept my students
are struggling with.

Academic Language

3. Resources
Language
Functions

Vocabulary
Syntax or
Discourse

Materials

Technology

According to the standard, students will use facts about supplementary,

complementary, vertical, and adjacent angles in a multi-step problem to write
and solve simple equations for an unknown angle in a figure. The students
are also expected to correctly identify an angle when the relationship is
provided. Students should be able to apply their knowledge of angle
relationships to create triangles and solve for unknown measurements in
triangles.
Students will demonstrate their understanding of vocabulary by using the
correct terminology to describe relationships between angles.
Students will demonstrate their knowledge of syntax by understanding and
using the symbols and representations involved with measuring angles.
Some of these symbols include writing <4 to identify angle 4 and m<1 to
say the measure of angle 1. Students will also be able to set up equations
using these symbols to write numerical phrases and sentences like 2x + 4 =
17 instead of writing the phrase in words.
Straws
Beans-2 different kinds
Activity sheet
Class computer
Math notebooks
For this lesson, I will be implementing one key piece of technology. I will be
using the Microsoft PowerPoint application to assist me in teaching students
about angles and their relationships.