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LESSON PLAN EXAMPLE: GEOMETRY, GRADE 8

Date: March 20, 2019


Teacher(s) Name: Ahmet SARITEKE
Lesson Plan Type: Cooperative learning, discovering method
Grade: 8
Topic: Interior angles in a triangle
Content Area: Mathematics – Geometry
Timeline of Lesson: Two 35minute periods or 70-minute period.
Description/Abstract of Lesson:
TEKS objectives: Expressions, equations, and relationships. The student applies mathematical
process standards to solve one-variable equations and inequalities. The student is expected to:
A) write and solve equations using geometry concepts, including the sum of the angles in a
triangle, and angle relationships.
B) extend knowledge of triangles and their properties to include the sum of angles of a
triangle.
Lesson objectives: By the end of this lesson:
 Students will be able to find the size of each corner.
 Students will be able to calculate the sum of the interior angles of a given triangle.
 Students will be able to calculate the third angle of a triangle if the other two interior
angles are known.
 Students will use triangle sum theorem in a real world, situation.
Materials: Card board sheet, pencil, scale, sticks, protractors, scissors.
Short description: In this lesson will discover the sum of the interior angles in a triangle. By
measuring the interior angle of several triangles with a protractor and calculating the sum.
Students calculate the each size of angles in a triangle.
Introduction:
Set Induction/Anticipatory Set: The teacher has cut the triangles in different size on the card
board sheet. Beginning of the class the teacher gives the each student and asks them to
find the size of each angle and calculate the sum of them.

All students find out the size of angles with using protractor. Then they take a note. The teacher
asks them to say their result. Students say their result for each corner and the sum of three angles.
Each of students should find 1800. Then the teacher explains how they are getting equal results
with different size of triangles.

Specific Content to be taught:


Students know the sum of the angles in a triangle already. They calculate the third angle in
which the other two angles are known. Students find the all size of angles where all angles are
in terms of same variable. And they explain relation between three angles in a triangle.

Example 1:
What is ∠B?

All three angles have to add to 180°, so we have:


∠B + 31 + 45 = 180

∠B + 76 = 180 (combine like terms)

∠B = 104

Example 2:

What is ∠D?

This is a right triangle, so ∠E = 90


.
∠D + 90 + 29 = 180

∠D + 119 = 180

∠D = 61

Example 4: Sometimes, we won’t know any of the angles to start with!

Find all three angles.


We can still use the fact that they have to add to 180°
to figure this out.

3x + 28 + 5x + 52 + 2x −− 10 = 180

10x + 70 = 180
10x=110

x = 11

Plug in x = 11 into all the angles to find their measures.

∠A = 3x + 28 ►3(11) + 28 ► 33 + 28 = 61°

∠B = 5x + 52 ► 5(11) + 52 ► 55 + 52 = 107°

∠C = 2x − 10 ► 2(11) − 10 ► 22 − 10 = 12°

Instructional Activities and Procedures:

Before introducing the lesson to students, teacher revises the last class. The teacher asks question
about last class topic and students give answer.
After revision teacher gives the cardboard papers that constructed triangles before. Each student
measures the size of the corner with protractor and writes on the paper. Then teacher ask them to
find the sum of the three angles.

Measure all angles inside of the triangle with a protractor (put angles into diagram, it will help
you), then fill in the blanks.
A
E

B C D
G

|<ABC |= __________ |<FHG| = __________

|<BAC |= __________ |<FGH|= __________

|<ACD| = __________ |<EFG| = __________

What is the sum of the angles? What is the sum of the angles?
_______________ _______________

Activity1: Discovering with hands-on method


Tearing corners:
On a piece of plain white paper, draw a triangle and cut it out. Label the interior of each angle.
Now tear off each corner of the triangle and rearrange the 3 “angles” so that their vertices meet at
one point with no overlap. What does this tell you about sum of the angles in the triangle?
The students will discuss what they get it. And teacher and students warm up together.

Then teacher will move on the lesson and display the presentation. We can see some
presentations;
The teacher explain the students all vocabularies and ask them to take a note. After all students
write the note, the teacher and students talk about them. Where they can use these vocabularies.
Why they are learning.
Then the teacher will continue the class and guide them how to use these words. And the teacher
solves some example for them. Students and the teacher solve some example together. Also
some students come to the board and solve examples.
After presentation the teacher will give the examples and students are divided into 6or 7 groups
depends class population. Each group has to be maximum 3 students.

The teacher will give extra questions to the fast learners. When fast learners are solving the extra
questions the teacher follows the others and checks their works.
Exercises: for fast learners

Activity2: Making connections


For this activity you need at least three sticks for each student. If this is not possible, use three
sticks for each pair of students or even groups of three students. Each student (or pair of
students) picks three sticks at random. Make sure they don’t get to choose the lengths of their
sticks.
Tell your students:
 You can now slide your sticks in order to ‘cut’ a portion of the longest side of the triangle
you have created so that the three lengths form a right-angled triangle.
 Discuss in your groups how you will find the exact length that needs to be cut. What fact(s)
do you use to find this length?
 Measure the three sticks you used to form the right-angled triangle as accurately as
possible.
 Find the ratios of the lengths of each of the three sticks to each other.
 Find another student for whom any of these ratios coincide.
 Investigate with the other student what is common between your triangles that resulted in
the ratios coinciding.
 Formulate and present your findings in class.

Differentiating Instruction
Extension activities for students who are progressing faster/slower
 If special needs students do not meet the lesson objectives, the teacher will work directly
with them in a small group or individually.
 Use of calculator would be recommended in the initial stage of the lesson so that the
focus would shift from the calculations to master of the concept.
 Students who have difficult with manual dexterity and struggle with manipulating and
folding paper could, instead of holding, tear off the vertices of the triangle and then
position the 3 angles adjacent to one another to form a line.
 For students who completely understand the assignment, have them do a real world
application problem. They should be encouraged to investigate and give reasons for their
solution process.
 The teacher prepared different level worksheets for students.

WORKSHEETS
Some students will easily complete the introductory activity while others will struggle or be slow
to start their work. At this case, hand out the following enrichment activity to those students.
Worksheet 1
Worksheet 2
This worksheet is for the fast learner students. When the teacher follows the other these students
attend the extra questions. It is including extra questions.
Evaluation and assessment
 Monitor student understanding by watching listening to students as they work in group
activity.
 Assist each group by giving leading questions to encourage use of proper geometry
terms.
 Give sample problems or quiz on board on finding missing angles in a triangle.
 Progress by giving example problems for finding missing angles by using variables and
algebraic expressions for the missing angles.
Following lesson quiz which aligns with the objectives will be performed for student
evaluation and decide differentiated student needs.
Closure: Ask students to fill the following on a blank sheet as their exit ticket.
Name ______________________ Date__________
What do I understand???
1. I know how many degrees are in a triangle. Yes No
If yes, state how many degrees. __________
2. I have “discovered” how to find the sum of the angles of a triangle. Yes No
3. Is the formula for the sum of the angles of a triangle? If your answer is yes, indicate the
formula.

4. Give the example from daily life how to solve problems using the Triangle Sum
Theorem.

The teacher will give this ticket to students. He will say if anyone wants to go out he / she should
submit this ticket. With this ticket the teacher will see who understood the topic. So the teacher
can decide who needs extra class.

Homework Worksheet

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