Professional Documents
Culture Documents
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.
Example 1:
What is ∠B?
∠B = 104
Example 2:
What is ∠D?
∠D + 119 = 180
∠D = 61
3x + 28 + 5x + 52 + 2x −− 10 = 180
10x + 70 = 180
10x=110
x = 11
∠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°
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
What is the sum of the angles? What is the sum of the angles?
_______________ _______________
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
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