Whats Your Angle?

Category Criterion

Name of Course/Class: Mathematics 4/Identifying Angles

Grade Level: 4th

Technology/Resources/Materials:
Background
1 per student: 1 per class: Other:
(4 parts)
25 iPads Promethean Board Socrative Quiz
25 Identifying Angles worksheets PC Poll Everywhere poll
25 Dry Erase Markers
25 Mini White Boards

Accommodations Modifications
There is one student in the classroom with a learning disability reading problem. I will review the directions,
have the student restate the information, play the game with the student one-on-one if necessary, and allow the
student to have additional time to complete the assignment.

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 Weblink to your curriculum: : http://tinyurl.com/mx7q9mp

Objective:
Orient Given 5 multiple choice questions via Socrative, 4th grade math students will identify angles with 80% accuracy.
the
learner Essential Question:
:
How are different ideas about geometry connected?
(4
sections) Standards:
(You may have more than 1 standard under each category. You MUST address each category: NJCCCS, Common Core, NJCCCS for Technology. If this is
not a science lesson, you do not need to address the Next Generation standards. All of these standards can be found within the PPT and/or online. These
standards should align with the objective. You may not have all these blanks filled out. If they are empty, please delete them.)

NJCCCS Common Core NJCCCS for ISTE

Technology

CCSS.Math.Content.4.MD.C.5. CCSS.MATH.CONTENT. 8.1 Educational

4.G.A.1 Technology: All students Digital Citizen
a
will use digital tools to Students recognize the rights,
Draw points, lines, access, manage, evaluate, responsibilities and opportunities
An angle is measured with
line segments, rays, and synthesize of living, learning and working in
reference to a circle with its information in order to
angles (right, acute, an interconnected digital world,
center at the common endpoint obtuse), and solve problems and they act and model in ways
of the rays, by considering the perpendicular and individually and
that are safe, legal and ethical.
fraction of the circular arc collaborate and to create
parallel lines. and communicate
between the points where the Identify these in 2b
knowledge.
two rays intersect the circle. An two-dimensional Students engage
angle that turns through 1/360 figures. A. Technology in positive, safe, legal and ethical
of a circle is called a one- Operations and Concepts: behavior when using technology,
degree angle, and can be used Students demonstrate a including social
to measure angles. sound understanding of interactions online or when using
networked devices.
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 technology concepts,
systems and operations.

Understand and use

technology systems

8.1.5.A.1 Select and use

the appropriate digital
tools and resources to
accomplish a variety of
tasks including solving
problems..

Interdisciplinary Standards

NJCCCS
New Jersey Learning Standards for English Language Arts
Grade 4
Progress Indicators for Speaking and Listening

Comprehension and Collaboration

SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly.

A. Explicitly draw on previously read text or material and other information known about the topic to explore
ideas under discussion.

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 Anticipatory Set/Hook/Daily Review: Time to complete: ___8____

The teacher will Introduce the concept of angles by telling the students that angles are made up of two rays with a
common endpoint. The teacher will create a chart of angles, including their measurements and drawings to illustrate
their shape. On the promethean board. They should include right angles(90 ), obtuse angles(greater than 90 ), acute
angles(less than 90 ), and straight angles(180 ).

This is will be the students' point of reference during the game.

Input/Modeling or Present Information: Time to complete: ____5___

Instructional
Design: The teacher will explain the rules of the game. Tell students that you will be calling out names of angles, and you want
them to reply by creating the shape of the angle with their arms, followed by them naming the degrees. Demonstrate to
the class how you would like this done. For example: Say "right angle" and make your arms into an "L" shape. Finish by
(8 events) saying "90 degrees!"

This can be repeated for all four kinds of angles, if necessary.

Check for Understanding/Provide Learner Guidance: (Should be 1-2 minutes max.) Time to complete: ___2____
(45 minutes)
The teacher will a draw 3 angles on the promethean board and tell the students identify the angles. The students should
write the answers on their mini white boards. The teacher will walk around the room and check the students answers
providing assistance when necessary.

Guided Practice with coaching /Elicit Performance: Time to complete: __10_____

Ask for two volunteers. Explain that these two will demonstrate how two people can play the game together. Have your
volunteers play the game while you help guide them through any confusion. One person should be the "caller" of each
angle. The other person will create the angle with their arms, and call out the angle degrees.

Ask if any of your students need clarification or have any questions. Play the game with the whole class.

Separate your class into pairs. Tell students you will be playing again, and that they will have the chance to both call
names of angles as well as model the shapes and name the degrees. Allow each side to call and respond for five

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 minutes. As the game is being played, walk around to check student understanding and to ensure that they're on task.

Give everyone an Identifying Angles practice worksheet. The students will be working on identifying angles. There are
5 problems. The teacher will complete numbers 1 and 2 with the students. Numbers 3-5 will be completed for
Independent Practice.

Independent Practice/Provide informative feedback: Time to complete: ___5____

The teacher tells the students that they are to work on the remainder of the worksheet by independently. They will be
required to hand in the worksheet at the end of the lesson.

The teacher will circulate to assist students that may need it letting the students know what they are doing correctly and
providing specific ways some may need to improve.

Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the
Identifying Angles worksheet.

Closure: Time to complete: __5____

Bring students together to remind them that angles are created when two rays share a common endpoint. Refer to your
chart to emphasize the names of angles and their corresponding degrees. Point out examples of angles around the
classroom, and encourage the class to do the same. For example, you could point out that the corners of a window create
a 90 degree angle.

Formal Assessment: Time to complete: ___5____

Given 5 multiple choice questions via Socrative, 4th grade math students will identify angles with 80% accuracy.

Enhance/Transfer: Time to complete: ____3___

Teacher will remind students of what they learned during the lesson and explain why students need to learn how to
identify angles (Angles help us build better streets and cities. They help us tell time. We play many games better when
we understand how angles help us score points and get from one spot to anther in the shortest distance.

The teacher will ask a few students to share their ideas about how identifying angles could help in other situations.
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Student Feedback:
Recommendation: Students will answer three questions about the lesson via Poll Everywhere.
1) Was the lesson easy to understand? Rate1,2, 3 with 1 meaning no, 2 meaning somewhat, and 3 meaning yes.
2) What I liked about the lesson.
3) What I disliked about the lesson

Teacher Feedback:

Was the Socrative quiz effective in gauging the students understanding of the identifying angles?