LESSON: TRIANGLES SUM THEOREM

Grade: 7 Course: Pre-Algebra Content Area/Class Title: Mathematics/Math 7

Student Context:
The public middle school that that I teach at is located in South Orange County and consists of 1,380 sixth,
seventh, and eighth grade students. About 59% of the student population is Hispanic, and about 36% are
Caucasian, with the remaining 5% composed of various ethnicities including those of Asian, Indian, and African-
American descent. There are just over 60 fully credentialed teachers on staff and class sizes average anywhere
from 28.7 to 31.7 students, depending on the subject. 61.5% of the student population come from
socioeconomically disadvantaged families. In addition, 43.5% of the students at the school are English Language
Learners.

The student population in my classroom is comprised of 28 students; 12 girls and 16 boys. In addition, I
have 4 English Language Learners of which 3 have achieved an intermediate level language proficiency
and one has reached an early advanced proficiency level. The school has not yet switched over to the new
classification for ELLs that consists of emerging, expanding, and bridging.

PLANNING FOR THE EXTENDED LESSON:

Key Content Standard(s):
7.G Draw, construct, and describe geometrical figures and describe the relationships between them.

Big Ideas and Essential Questions:
EQ1: How can I determine the sum of the interior angles of a triangle?

Big Ideas: Triangle Sum Theorem

Segment Learning Outcomes(s):
LO1: Students will be able to independently use their learning to express mathematical reasoning, identify
patterns, and formulate conclusions, while expressing solutions with a degree of precision appropriate for
each task.

LESSON PLAN

Key Content Standards:
7.G Draw, construct, and describe geometrical figures and describe the relationships between them.
7.G.5 Use facts about angles to write and solve simple equations for an unknown angle in a figure.

Key ELD Standards:
1.A.1 Exchanging information and ideas with others through oral collaborative discussions on a range of
social and academic topics.
1.A.4 Adapting language choices to various contexts (based on task, purpose, audience, and text type).

Learning Outcome:

A. Connection to the Big Ideas of the Unit:
Students will be able to independently use their learning to express mathematical reasoning,
identify patterns, and formulate conclusions, while expressing solutions with a degree of precision
appropriate for each task.
- Students will be able to accurately state and utilize the Triangle Sum Theorem to set up an
equation and solve for the missing angle(s).


B. Cognitive Task (use cognitive verbs):
Working in small groups, students will investigate the Triangle Sum Theorem by using
manipulatives to formulate a conclusion about the measure of the interior angles of all
triangles.

C. Understanding or Skill to be Enhanced:
U Students will understand how the measure of the angles of any triangle are related.
K Students will know how to determine whether or not a triangle exists given three angle
measurements.
S Students will be able to use the Triangle Sum Theorem to determine the measure of missing
angles in a triangle.

Assessment(s):
1. Thumbs Up/Thumbs Down Students will be asked to evaluate their own understanding of
certain content at different times in the lesson using this method.
2. Take a Stand Students will be asked an agree/disagree question and will be asked to stand up if
they agree and stay sitting if they disagree. Either way they will have to pick a side and defend
their stance.
3. In Class Group Activity Students will have the opportunity to work in pairs to discover the
Triangle Sum Theorem. The teacher will have the opportunity to monitor students progress and
ability to work collaboratively with others.
4. Whiteboard Examples Students will be asked to solve problems on their individual whiteboards
and hold it up for the teacher to evaluate and provide feedback.
5. Homework Practice problems will be given each night and graded on completion rather than
correctness. This gives students the repetition that they need to be successful with these types of
problems.

Prerequisite Skills and Knowledge:
Students should be able to:
- Use a rule to measure side length of geometric shapes.
- Perform basic mathematical operations such as addition, subtraction, multiplication, and
division.
- Set up and solve one- and two-step equations.

Lesson Resources/Materials:
- Scissors
- Glue Sticks
- Angle Measures in Triangles Demo Directions (28)
- Triangle Cut Outs On Colored Paper (Set A, B, C and D) (28)
- Triangle Angle Sum Demonstration (28)
- Triangle Sum Theorem Example Problems Homework (28)
- Whiteboards
- Dry Erase Markers
- Whiteboard Erasers


Instructional Sequence (DAY 1) 56 minute period

Introduction ( 5 minutes):

S: Enter quietly and begin the warm-up posted on the board (5 minutes to complete).
T: Asks students to take out their blue Requirements form and pass them forward.
T: Takes and submits attendance.
S: Pass forward signed forms.
T: Collects stacks of blue sheets at the end of each row.
T: Passes back quizzes from Friday.
T: Walks around and assists students as needed with the warm-up.
T/S: Go over solutions to the warm-up taking volunteers. Go over individual questions as needed.
T: Reminds students of the importance of reading the directions on all assignments and assessments (in
reference to the previous weeks quizzes).

Body of the Lesson (_41 minutes):
Review (3 minutes)
T: Briefly reviews content covered the week before about triangles.
T: Asks students to think about one concept, fact, or idea that they learned last week (30 seconds).
S: Think silently to themselves about important concepts, facts or ideas from last week.
T: Randomly selects 3 to 5 students to offer their ideas. (Randomizer app on Smartphone)
S: Share their ideas with the class.
T: Rephrases if necessary and provides corrective or positive feedback. (Language Demand)

T: Randomly selects two students to read the content objective and language objective for the day.
(Randomizer app on Smartphone)
S: Read objectives aloud.

Triangle Sum Theorem Activity (15 minutes)
T: Describes her personal goal for the students.
- Goal(s): At the end of the lesson, I will give you three angle measurements. My first goal for
you is that you will be able to tell me whether or not that combination of angles will produce a
triangle. My second goal for you is that if I only give you two angles in a triangle, you will be
able to tell me what the third angle measurement will be.
T: Asks students to put everything under their desks except for their pencil, scissors, and a glue stick.
S: Get out necessary materials.
T: Goes over Activity Rules:
1. Stay on task.
2. You may work with your A/B partner, but everyone will complete their own activity.
3. You may not move your desks for this activity.
4. Please keep the noise level to a minimum.
5. Remember: If you have a question, you must ask at least one other person nearby before raising
your hand for assistance.
T: Passes out the Angle Measures in Triangles Demo Directions, Triangle Cut Outs (Set A, B, C and D), and
the Triangle Angle Sum Demonstration handouts.
T: Describes the steps for the activity aloud and model what the first few steps should look like.
(Language Demand)
T: Asks students to use a different triangle set than their A/B partner.
T: Takes questions and indicates that students should begin their activity.
S: Follow the directions leading them to the discovery of the Triangle Sum Theorem.
T: Walks around and monitors progress answering questions as needed.
T: Questions students as they begin to complete the activity.

Possible Questions:
What did you discover about the angles in your triangle set?
How did they compare to your A/B partners triangle set?
Do you think that this is true for all triangles? Why or why not?


T: Notifies students when they have two minutes left to complete the activity. Asks them to start to clean
up their areas and put their materials away.
S: Clean up their areas and put materials away.
T: Asks students to put all writing utensils down and just listen.
S: Put everything on their desks.

Activity Discussion (11 minutes)
T: Takes volunteers to show their final demo page (one from each set).
S: Stand up one at a time and show the class their page.
T: After all 4 students have shown their page, the teacher begins to question the students.
T: Compares Set A, B, C and D.

Possible Questions:
What did you discover about the angles in your triangle set?
How did they compare to your A/B partners triangle set or your other classmates page?
What did you discover about the sum of all of the angles in each triangle for sets A, B, C and D?
Do you think that this is true for all triangles or just these ones? Explain your answer.

T: Asks students to Take a Stand. Students that think that the sum of the angles of all triangles is 180
degrees must stand, and students that disagree should remain seated.
S: Stand or remain seated, depending on their stance.
T: Selects a student from each side (if there are both sides) to defend their position.
S: Explain why they agree or disagree with the statement.
T: Provides corrective or positive feedback and asks students to sit back down.
S: Sit down.

Mini-Lesson (5 minutes) Time Permitting May be combined with whiteboard examples!
T: Provides the definition of the Triangle Sum Theorem.
T: Describes how to find missing angles in a triangle.
S: Take notes on the back of their handouts.

Whiteboards (7 minutes) Time Permitting
T: Gives students 30 seconds to get out their whiteboards.
S: Put away materials and get out whiteboard materials.
T: Posts example problems on the board.
S: Work the problems on their whiteboards, raising them after each problem for teacher feedback.
T: Evaluates student work and provides corrective or positive feedback.

Closure (_10_minutes):
Think-Write-Pair-Share (5 minutes)
T: Has student think about and write out the Triangle Sum Theorem in their own words on their
whiteboards. ( 90 seconds) (Language Demand)
S: Write out their definition of the Triangle Sum Theorem.
T: Asks students to share with their A/B partner what they wrote and explain the Triangle Sum Theorem
to their partner in their own words.
S: Share their definitions and explanations with their A/B partner.
T: Randomly selects 2 students to share their ideas with the class.
S: Share their ideas.

Lesson Summary and Closure (5 minutes)
T: Summarizes the Triangle Sum Theorem.
T: Assigns homework.

S: Write the homework assignment down in their planners.
T: Asks students to clean up their areas and stack their whiteboards and supply boxes on their desks
neatly.
S: Clean up and stack supplies.
T: Dismisses students when all desk areas are tidy and everyone is sitting in their seats.


ACADEMIC LANGUAGE

1. Describe the cognitive task related to the learning outcome:
Working in small groups, students will investigate the Triangle Sum Theorem by using
manipulatives to formulate a conclusion about the measure of the interior angles of all triangles.

The Triangle Sum Theorem Activity gives students a hands on way of discovering that the sum of
the interior angles of all triangles is 180 degrees. Students will cut out two congruent triangles
and tear one into three pieces (one angle per piece). They will then arrange the three pieces along
a line and connected to one central point. They will also add up the angle measures and see that
the sum of the angles is 180 degrees.

2. Language Demands: Identify all the ways students will be communicating when engaged in
the cognitive task written above? (Circle)


- Collaborative (engagement in oral or written dialogue with others)
Students will
- Exchange information/via oral communication and conversations
- Offer opinions and negotiate with/persuading others
- Adapt language choices of various contexts

- Interpretive (comprehension and analysis of written and spoken texts)
- n/a

- Productive (creation of oral presentations and written texts)
- n/a

3. Describe the genre/purpose/ of the chosen language demand.
- Exploring mathematical concepts
- Defining and relating mathematical concepts

4. Describe the instructional strategies you will use to support the development of specific
academic language skills (related to the identified language demand above).
I will help students
- By providing opportunities to practice academic language as they convey thoughts and
ideas about triangle angle relationships to a partner, in order to solidify an understanding
of the Triangle Inequality Theorem.

I will use the following strategies:
- Verbal and written directions
- Rephrasing
- Modeling

- Examples on the board
- Working with a partner (e.g. Think-Write-Pair-Share)
- Wait time
- Vocabulary Journal

5. Describe additional strategies you will use to meet the needs of students with varying
levels of language proficiency.

- Emerging:
- No emerging English Language Learners.

- Expanding*:
- Turn taking
- Adjust language choices according to purpose, social setting, and audience, moderate
support

- Bridging*:
- Provide useful feedback
- Adjust language choices according to purpose, social setting, and audience, light support.

*NOTE: These classifications are purely subjective based upon my observations and CELDT score
classification. The school that I am at has not yet switched over to classifying students as
emerging, expanding, or bridging. The students in my class fall under the old classifications of
intermediate and early advanced.

In your lesson plan, integrate, label and highlight where you will be providing the instruction
and guided practice related to the selected language demand.