Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Julie Wiegers

Date Subject/ Topic/ Theme: Lesson One: Points, Rays, and Angles Grade: Fourth

I. Objectives
How does this lesson connect to the unit plan?
This will be the first lesson of the unit, which will be introducing how to form angles and what angles are.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Label points, lines, segments, rays, and angles R
Create points, lines, segments, rays, and angles X
Categorize right, acute, and obtuse angles C
Compare and Contrast different angles A
Discuss different angles they see within the classroom X
Demonstrate points, line, line segment, ray, and angles through hand and body movements. X
Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.4.MD.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle
measurement.
CC.4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional
figures.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite None is needed, however some students may already know some of the definitions like point, line,
knowledge and skills. and angle.

Pre-assessment (for learning):

Triangles activitydo any of the learners sort by the angles or all they all sorted by color? Size?
Ask students: Can anyone tell me what a point is? Line? Or angle?
Formative (for learning):
I will be able to asses students learning through asking them to show me certain angles throughout
Outline assessment the room and asking them other questions during the lesson.
activities Formative (as learning):
(applicable to this lesson) Students will be able to access their own knowledge by whether or not they are able to answer my
questions and understand what they are talking about.
Summative (of learning):
At the end of the unit I will refer back to the triangle activity and have the students re-do the activity
by have them sort the triangles based on the angles: acute, right, and obtuse.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
lesson present? Representation Action and Expression Engagement
Provide options for perception- Provide options for physical Provide options for recruiting
making information perceptible action- increase options for interest- choice, relevance, value,
Students will get multiple means interaction authenticity, minimize threats
What will it take
of perception through drawings on Students will be working on an By allowing students to first try
neurodevelopmentally, the board, cutout triangles, and activity with a partner where they and sort the triangles on their own
experientially, emotionally, seeing the drawings in a will be able to discuss and sort they are given individual choice on
etc., for your students to do workbook. triangles, which will provide them how to sort them. When they are
this lesson? with some action instead of searching for angles around the
listening to a lecture. room they are finding the value
among angles.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students will be able to have
multiple mathematical
expressions because they will
be able to see angles in a math
book, but all also see how it
connects to what is around
them. For example, the
classroom.
Provide options for
comprehension- activate, apply &
highlight
Students will help to
understand the big ideas
through the ability to transfer
what they have learned about
angles, to how they see the
angles in the classroom. They
will be able to start forming a
relationship between what they
learn in class and how they see
in the world around them.
Angle triangles activity
Whiteboard
2 pencils for each student
Student activity book
What does a Cat Need to Play Baseball?
Provide options for expression and
communication- increase medium
of expression
I will be provided cutout triangles,
with different angles that will
allow students to work with angles
hands-on, instead of just looking at
them through a worksheet or the
whiteboard.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Instead of just having them
complete a worksheet for a
summative assessment, they will
complete an activity that was used
at the beginning of the lesson.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
When the students are working
on the triangle activity they are
doing the activity in pairs,
which fosters collaboration. If
a student guesses an angle
wrong, I will have other
students try and figure out why
it is wrong.
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students will be able to self-asses
by seeing if they are able to answer
the questions I am asking them.
Can they use what they learned
and find angles in real life?

Normal

How will your classroom be

set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Game: Divide students into pairs. Give each pair a
3-5 Motivation set of different triangles and have the students try
minutes (opening/ and sort the triangles. Do not tell them how to sort
introduction/ the triangles.
engagement) Students will sort triangles within their groups
After a couple minutes ask a few groups how they most likely by color or size???
sorted their triangles? Did any of the students sort
their triangles based on angles?
Show that triangles are made up of angles? What
is an angle?
Introduce the definitions: draw each one on the
Development board and show how you would label/name each
(the largest one
15 component or
minutes point-is shown by a dot
main body of
label-. x
the lesson)
line-when points are in one row they
form a line; a line is a straight path that

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 goes on forever so we draw arrows on the
line to show that it continues on and on
Label- AB with line and arrows above it
ex) draw two lines with one looking
shorter than the otherask which one do Students will hopefully come to the conclusion
you think is longer? that they are both the same because lines go on
forever and ever
Line segment-a part of line; has two ends
which are called endpoint
Label-RS with a line above it
Ray-begins at one endpoint, but extends
forever in the other direction
Label-AB with line over it with one
arrow

When you put two rays together that have the Students try to guess how an angle is named
same endpoint an angle is formed
How do we label/name an angle?
Ex) <ABC

Introduce the three types of angles: (draw on

board and write the name)
-right: a right angle looks like the corner of a
square; what are the different ways you can make
a right angle? Can you find any right angles
around the room?
Students will try to make different right angles
with their pencils and will try to find right angles
around the classroom

-Acute: smaller than a right angle, have volunteers

come up and draw an acute angle on the board; Volunteers will come up to draw an acute angle;
can you find any acute angles in the classroom? students will try and find acute angles in the
classroom

0btuse: larger than a right angle, have volunteers

come up and draw an obtuse angle on the board; Volunteers will come up to draw an obtuse angle;
can you find any obtuse angles in the classroom? students will try and find obtuse angles in the
classroom.

Students will re-do the triangles activity

Have students re-do triangle activity and sort the

triangles by there angles

Lead students in get up and move activity Students will stand up and figure out how to
represent point, line, line segment, ray, and angles
using their hands and body.
2-3 Closure
minutes Why are angles important to the world around us? Students will try and think of why angles are
(conclusion,
important.
culmination,
**Students will complete pages 273-276 in
wrap-up)
student activity book. For students who finish
early, they can complete corny joke worksheet
What Does a Cat Need to Play Baseball

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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After teaching this lesson I thought that it went very well and I feel that it was a very successful lesson. I was surprised at first when
someone had said that they already knew what angles were, but there were many who were learning about angles for the first time.
Throughout, the entire lessons students were very engaged, especially in the two activities I provided; but even when I was lecturing
them and asking questions they were still very attentive, answer my questions, and ask their own questions. However, next time I
taught this lesson I would try and do a better job at teaching how to label an angle. Some of my students were having trouble
understanding that the vertex goes in the middle of the label. I should have asked students what are some other ways of remembering
or what another way of doing it was.
Having the two activities, sorting triangles and get up and move activity, was vital for student learning. There is not much I would
change about these activities if I were to do it the future. The one thing that I would change is that instead of doing triangles the
second time I would use cut-out angles. I observed that some students were having trouble telling if a triangle was right or obtuse
because there would still be acute angles within the triangle. I would either have to teach students that in order for a triangle to be
right or obtuse only 1 angle has to right or obtuse (which I do teach later one) or I could just use cut-out angles instead. However,
when I did this activity the second time I could really see that it helped the students to be able to see the difference between the three
types of angles. When I would draw them on the board they are able to see it, but when they have a chance to work with them their
selves and try and sort them they get a clearer picture of the differences. Lastly, the get up and move activity was a great way for me
to asses the students understanding of the material. When I would say show me a ray, I would see some students who knew instantly
what it was, but then I would see others looking at their peers to remember what it was. For the most part though many of the
students were able to show me what it was without looking for extra help. This showed me that my lesson was successful and that the
students were understanding the lesson.

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