Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Julie Wiegers

Date Subject/ Topic/ Theme: Lesson 3: Circles and Angles Grade: Fourth

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in the unit. Students will use their previous knowledge of angles to learn about the angles in a circle.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Comprehend various angles of a circle U
Construct a circle that is made up of four angles that equal 360 using a protractor C
Create different angles using a protractor C

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.MD.5a: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular
arc between the points where the rays intersect the circle. An angle that turns through 1/360 of a circle is called a one-degree angle, and can be used to
measure angles.
CC.4.MD.5b: An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
CC.4.MD.6: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
CC.4.MD.7: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of
the angle of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by
using an equation with a symbol for the unknown angle measures.
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 Students will know the definitions point, line, line segment, ray, angle, acute, right, obtuse, and
knowledge and skills. straight angle. How to use a protractor and how many degrees are in a circle.

Pre-assessment (for learning):

Students will review previous vocabulary words.
Formative (for learning):
Will understand what students are learning and understanding through asking questions throughout
Outline assessment the lesson.
activities Formative (as learning):
(applicable to this lesson) Students will take a KaHoot quiz, which will allow them to self assess how much they know based
on what questions they get right.
Summative (of learning):
Volunteers will come up to the white board to show me how they draw angles in a circle and how
angles in a circle add up to 360 degrees.
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,
interaction authenticity, minimize threats
What will it take
Students will get movement
neurodevelopmentally, through the get up and move
experientially, emotionally, activity and by going up to the
whiteboard to show examples.

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etc., for your students to do
this lesson?
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 have a chance to
review the vocab they have learned
and give examples of what helps
them to remember that word.
Provide options for
comprehension- activate, apply &
highlight
Protractors
White board
6 Ipads
Student activity book
Previous corny worksheets (for students who finish early)
Provide options for expression and
communication- increase medium
of expression
Students can express what
they know through answering
questions and volunteering to
show examples on the board.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will be challenged by
having to show their work in
front of the class and then their
peers will provide feedback on
what they did.
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
The Kahoot quiz will allow
students to assess their
understanding of angles based
on how many questions they
get right.

How will your classroom be Normal

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.
-Lead students in angle activity -Students will do the get up and move hand/
Motivation -Go over how to label each definition arm angle activity
(opening/ -Ask: -less than 90 degrees
10 introduction/ -How many degrees are in an acute angle? -exactly 90 degrees
minutes engagement) -How many degrees are in a right angle? -more than 90 degrees
-How many degrees are in an obtuse angle? -360 degrees
-How many degrees are in an entire circle?
Development
(the largest -Introduce two new angles: show examples on
component or board
main body of 1. Straight angle-is 180 degrees
the lesson) 2. reflex angle greater than 180 and less than 360

15 -20 -invite a volunteer to come up and demonstrate
minutes how they would draw an angle in a circle---have
peers say if they agree or dont agree with what
they did. What do you think went wrong or right?
Is there a different way to do it?
-Volunteers will come up to the board and draw an
example.
-Peers will then evaluate how they did and
provide feedback for that student.

-Show how all angles in a circle add up to 360

degrees (provide examples)

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 Take Kahoot quiz game (Circles and Angles Teams will work together to see if they can come
quiz that I made). Give each table group an Ipad. up with answer. The goal is to get as many right as
you can.

25 -What was new that you learned today?

Closure
minutes -Are you starting to see the value of why God
(conclusion,
created this world with many different angles?
culmination,
-Do you think angles can somehow compare to
wrap-up)
the diversity in us?

**after teaching lesson students will complete

pages 281-282 and continue working on the corny
joke worksheets from previous lessons**
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.)
This lesson went much quicker than I thought it would. I thought that students would not be able to remember the reflex angle very
well, but I was wrong. I taught them the reflex angle at the beginning of the lesson and then at the end of the lesson I asked students
what a reflex angle was and they were all able to tell me. I opened the lesson up with the get up and move activity again, but I think I
would take that out of the lesson plan for the future. By now the students had down the definition and knew what the types of angles
were so they were not as enthusiastic as they had been the past two times I did the activity. They still participated in the activity, but
they were not as excited about it. I felt confident that they knew those definitions because I had students close their eyes for the
activity and I was able to see who could do the activity without looking at others. Every student was able to show the definition I
called out and get it correct. However, students were very eager to volunteer themselves to come up to the white board to draw
angles in a circle that would add up to 360 degrees. Every time I would ask for another volunteer, I would see hands fly up in the air,
even from those who I would not except to volunteer themselves. However, I planned for this lesson to take me about twenty-five
minutes to 35 minutes but it actually took only ten minutes. Next time I taught this lesson, I would try and maybe tie it in with lesson
two. The only new thing that they learned was a reflex angle and other than that it was just practicing how to draw angles. So this
lesson could be tied in with lesson two.
I was not able to get iPads or computers for this lesson, like I had planned on which may have made it shorter. However, I was able
to move it to the next lesson and students really liked. I liked doing the Kahoot lesson as opening for the next lesson as it was a good
review, so I would probably try and keep it that way for the next time I taught this lesson.

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