Technology Enhanced Lesson PlanTechnology Enhanced Lesson Plan Lesson Author

First and Last Name Amanda Grittini

Author's E-mail Address agrittini@vp.k12.mo.us

School District

School Name

School Address

School City, State, Zip

School Phone

Home Address

Home Phone

Tele Class Name Creating SmartNotebook Lessons to Motivate and Engage Students

Teacher’s Name Martha Bogart

Lesson Overview

Lesson Topic or Title Identify and Measuring Angles Using a Half-Circle Protractor Subject Area(s)

Mathematics

Grade Level

4th Grade

Question(s) or Problem(s)

What is an angle? What geometric concepts make up an angle? How are angles used in the real world? What are the types of angles we have learned about? (right, acute, obtuse, straight) What is a half-circle protractor? How do we use a half-circle protractor to measure an angle?

Lesson Summary

The main objective of this lesson is to introduce students to the concept of using a half-circle protractor to determine the measurement of an angle. Students will begin by reviewing the geometric concepts that make up an angle (two rays that meet at one vertex). Students will then examine the different types of angles we have learned about (straight, right, acute, and obtuse) and the characteristics of each angle. After discussing the real-world connection to angles, the half-circle protractor will be introduced as the tool for measuring the degrees of

angles. Using the SmartNotebook lesson I created, students will then gain practice in using the protractor to determine the measurement of angles. These activities will help students answer the questions posed in this lesson because I started by reviewing the prerequisites needed in order to build this essential understanding of measuring angles. By building on these previous concepts, students will be able to make connections in their learning and build on preexisting knowledge.

Approximate Time Needed

This lesson will take one to two 60-minute math periods to complete. This lesson would fit into a geometry unit after learning about rays, line segments, lines, and rays.

Objectives and CLE/GLE(s):

At the end of this lesson, students will:

• Identify the parts of an angle (two rays that meet at a common vertex).

• Classify an angle as being straight, right, obtuse, or acute.

• Determine ways angles are used in the real world.

• Use a half-circle protractor to line up the base of the angle and measure straight, right, acute, and obtuse angles to the nearest degree.

• Select and use benchmarks to estimate measurements of 0-, 45- (acute), 90- (right) greater than 90 (obtuse) degree angles (MO GLE: Measurement: #2 Apply appropriate techniques, tools and formulas to determine measurements)

• NET-S Standard:

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

Technology Needed (place an X by hardware and software used)

Technology – Hardware Computer(s) X Digital Camera DVD Player Document Camera Interactive Whiteboard X

Internet X Printer Projection System Scanner iPod/iTouch/Handheld

Television Video Camera Video Conferencing Equip. Other:

Technology – Software

Database/Spreadsheet Desktop Publishing Social Networking Interactive Whiteboard Software X Audio Editing

Photo Editing Web Browser X Multimedia Student Response Systems

On-Demand Video Web 2.0 Word Processing Online Collaboration Tools Other:

Materials Needed

Slates, dry erase marker, eraser (for student participation, one per student)

Protractors (one per student)

Worksheets: Measuring Angles Practice

Exit Slip

Internet Resources

http://www.amblesideprimary.com/ambleweb/mentalmaths/protractor.html

Other Materials n/a

Prerequisite Skills

• Identify lines, line segments, vertices, rays

• Classify angles by type (straight, acute, obtuse, right)

Lesson Procedures

1. Using the first slide of the SmartNotebook lesson, introduce the lesson objective: SAY: To classify angles as acute, right, obtuse, or straight and to practice using a half-circle protractor to measure angles. Review the vocabulary with students by starting with the lesson’s hook: Greet me in a(n) ___________ angle voice. (After going through each angle’s “voice”, also model using your arms, with fingers pointed to represent the arrow of the ray).

• Acute angle: an angle that measures less than 90 degrees (use a “small” voice sound; squeaky because it is a small angle—it is “cute”)

• Obtuse angle: an angle that measures more than 90 degrees, but less than 180 degrees (use a deep voice sound, because the angle is large)

• Right angle: an angle that measures exactly 90 degrees (a normal voice) • Straight angle: a straight line, measuring exactly 180 degrees (show a straight line

with both arms extending horizontally)

2. Ask students: What is an angle? What geometric concepts make up an angle? (two rays that meet at a common vertex). Using Slide #2, reveal the screen shade to show two rays. Call a student to the Smart Board to connect the vertex of each ray to form an angle.

3. Ask: Why do we measure angles? How are angles used in the real world? Please answer on your slate. Students may respond with various ideas:

• Pilots maneuver planes at different angles to fly and land • Carpenters use angles to cut wood to build homes • Chefs hold knives at different angles to chop food • Kids use angles to build bike ramps or skateboard jumps • Nurses adjust hospital beds to different angles • Athletes throw balls at different angles to other players

Play the Steaming Education clip to reinforce these ideas (at bottom of slide).

4. Using Slide #3, review the basic concepts of right, acute, obtuse, and straight angles (We reviewed this information in the hook of the lesson, but this time have the students come up to the board to make sure they understand these concepts—an important prerequisite for this lesson). Use the matching template and have the students drag the name of the angle to the correct description. Click “Check” at the end of the activity to check the answers. Use Slide #4 to view the Student Reference Book page and reinforce the types of angles and their descriptions. Remind students that they can use this page (page 93) at their seats as they work for extra support with this concept.

5. Use Slide #5 to introduce a half-circle protractor. Identify the “base line” of the protractor (the line on the bottom of the device). Point out how there are two sets of numbers on the protractor, ranging from 0 degrees to 180 degrees—one set starting on the right side and the other set starting on the left side. Explain to the students that it is important to know what type of angle you are measuring (right, acute, obtuse, or straight) in order to determine which number to use. For example, if you know you are measuring an obtuse angle and the angle goes through the numbers 130 and 50, you know the angle is 130 degrees because that is the larger number. Model using this interactive protractor to show this example (move the blue line to the 130/50 line)

6. Use Slide #6 to teach the students the steps in measuring angles. Click on each number to describe the step. By going through the steps one at a time, it will allow the students to not be overwhelmed with all of the steps at once and allow them to focus on one at a time.

• • 1. Classify the type of angle and estimate the degrees. • 2. Place the center of the protractor over the vertex of the angle. • 3. Move the protractor so that one side of the angle is on the base line • 4. Find the place where the other side of the angle marks the edge of the protractor

(where it crosses) • 5. Decide which scale to use to measure the angle (If acute, use the smaller number.

If obtuse, use the larger number.)

7. Use Slide #7 model using the half-circle protractor to determine the measurement of angles. First, use the miniature version of the steps on this screen (from slide #5). Click on each step as you work and start by measuring the angle on the right. Line up the base line with the protractor and this angles 44 degree. Next, use the ray on the bottom of the screen and call students up to the board to add a ray to form a new angle. Practice lining up the protractor and finding the measurement of each new angle using the steps. After a few practices with you lining up the protractor, allow students to starting coming up to the board to line up the protractor on the new angles. After the protractor is lined up, ask the class to write down the measurement on their slates. Check for understanding—Did they write the correct degree of measurement? Use your observations from this assessment to plan how many examples you will need to complete. Encourage the steps as they work. Reinforce the importance of lining up the protractor on the base line and understanding which degree number to use.

8. Use Slide #8 to check for understanding using our “Thumb-o-Meter” system. Review the key:

Thumb-Up = I feel great! I understand this concept so well I can teach it to a kindergartner. Thumb In-the-Middle = I feel okay with this concept. I am getting it, but need more practice. Thumb-Down = I am having trouble remembering what to do. I need your help! Reveal the red rectangles to ask the students three questions. Before asking the questions, tell the students to close their eyes. This will give you the opportunity to scan the classroom and gain an understanding of how each student is feelings regarding your lesson objectives. Ask: 1. How do you feel about classifying and angle as being acute, obtuse, straight, or right? 2. How do you feel about lining up the protractor on the base line? 3. How do you feel about knowing which number to use on the protractor to determine the degrees of measurement?

9. As you send the students back to their seats, give each student a protractor and Exit Slip (listed below). Instruct students to bring the Exit Slip to you when completed. The Exit Slip is one angle that needs to be measured and classified.

10. Next, allow the students to practice measuring angles using an interactive website link. This website allows students to use a similar interactive protractor that was used during the lesson. Make sure the Smart Notebook lesson file in available on student computers (if you have a classroom shared drive, copy and paste the file into this drive). Give students about 10-15 minutes to explore this link. Walk around and monitor them as they work. Reinforce the steps and leave the lesson on Slide #6 for students to view the steps as they work. To check for understanding, give students the practice sheet and have them complete the page individually. You will need to turn the Smart Board off so students cannot view the steps. Use the results from this assessment to help you determine if students need additional practice/re-teaching of this concept. Coming up next~ Using the full-circle protractor to measure reflex angles.

Scaffolding

Measuring Angles with Protractor (attached at end of lesson)

Evaluation/Assessment

Ongoing informal assessment takes place at various parts of the lesson to allow the teacher to check for understanding and determine the pacing of the lesson:

1. Hook: Can students greet you in the appropriate “angle” voice? This will determine how much time you will need to spend reviewing the properties of each type of angle.

2. Slates: Are students writing the correct angle measurement on their boards? This will determine how much time you will need to spend on the guided practice portion of this lesson.

3. Thumb-o-Meters: This will allow you to reflect on the lesson objectives to see how each student feels about their learning.

4. Internet Practice with Partner: While rotating around the classroom, you will be able to target students who need extra help (the students who you noticed where having difficulty with the three assessments listed above). You will also be able to challenge the students to try the higher-skill levels portions of the website.

Formal Assessments:

Exit Slip: By having the students individually classify and determine the measurement of one angle immediately after the guided practice portion of the lesson and turn it in, the teacher is given the opportunity to have a quick check of how the students how mastered the objectives of the lesson. This will allow the teacher determine who to target for extra support during the next part of the lesson while the students are working with partners. (Rubric attached)

Measuring Angles Practice page. By allowing the students to complete this assessment individually, you will be able to determine how well your lesson objectives were met. Where the students able to correctly identify each angle by name (acute, obtuse, right, or straight)? Were students able to correctly determine the measurement of each angle? Scoring guided is also included. (Rubric attached)

Differentiated Instruction

You can focus on differentiating your instruction during the Internet practice with partner portion of the lesson. While rotating around the classroom, you will be able to target students who need extra help (the students who you noticed where having difficulty with the three assessments listed above). Provide a print-out copy of the steps for the students to have at their side. You will also be able to challenge the students to try the higher-skill levels portions of the website. You can also have these students use paper to draw their own angles and trade with their partner to practice measuring.

Bibliography Resources:

Everyday Mathematics Student Reference Book

Website: http://www.amblesideprimary.com/ambleweb/mentalmaths/protractor.html

Discovery Education Streaming

Example 3: Tools to Measure Angles. Discovery Studios, 2005. Video Segment. 1 May 2011. <http://www.discoveryeducation.com/>.

Reflection Technology enhances my lesson in several ways. First, the use of various interactive features (matching, steps, protractor) in Smart Notebook engages the students in the content of the lesson. Being able to come up and interact directly with the Smart Board draws their focus into the lesson. Students enjoy being able to complete the matching activity and call of each other to come up to the board. Using the protractor in Smart Notebook allows all of the students to actually see this tool and the numbers. While teaching this lesson without the Smart Board or technology, it was always difficult to allow the students to see how I use lining up the protractor on the base line and reading the numbers. The Smart Notebook interactive protractor allows the students to not only view the protractor in a large size, but also interact with this tool and use it to check their work (by dragging the arrow to the angle where it crosses). This action provides instant feedback to the students. It allows them to be able to make and measure their own angles because they can self-check. This format also encourages collaboration and cooperation among the students, as they call on each other and work together to practice measuring angles. It allows me to take on the role of the facilitator during this part of the lesson and really see how well they are able to apply the concepts I am teaching.

The integration of the Discovery Education streaming clip on Slide #2 strengthens the connection of this concept of angles to the real world. In mathematics, I believe it is important to constantly make these connections so the students understand the importance of learning mathematics. This clip provides additional real-world application of measuring angles. Without technology, this clip would not have been available and I would have only been able to talk about the connections. This video allows students to see these connections and hear it from another source.

As for Depths of Knowledge, I believe my lesson fits into both the “Recall” (Level 1) and “Skill/Concept” (Level 2) categories. My lesson fits into the “Recall” level in the way that students are following a simple step-by-step algorithmic procedure as they set up the protractor to measure the angles. However, I believe the lesson also reaches Level 2 in the way that students must make a decision in which degree to use as the correct measurement. Students must be able to first classify the type of angle and use this information to choose the right number on the protractor.

In terms of Grapplings Technology and Learning Spectrum, I believe my lesson fits into the “Adapting Uses” category for several reasons. First, the practice in Smart Notebook and website used in the lesson allow for drill and practice with software. In addition, the productivity tools that are used have been given in the past without technology. Using the protractor in Smart Notebook was very helpful, but the lesson objectives can also be taught without this technology. The instruction is also more teacher-centered during the lesson.

Exit  Slip    

What  type  of  angle  is  this?    _____________    

Use  the  protractor  to  measure  the  angle.                

                                               ________  degrees          

   

Exit  Slip    

What  type  of  angle  is  this?    _____________    

Use  the  protractor  to  measure  the  angle.                

                                               ________  degrees  

Exit  Slip~    

Quick  Check    

+    Correct  - Not  Correct  

Student  Name   Classify  Angle  Type   Angle  Measurement  

1.

2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

TOTALS + ____ - ____

+ ____ - ____

Measure  Angles  with  a  Protractor    

Directions:    Measure  each  angle  using  a  protractor.    Record  the  angle  measure  and  classify  the  angle  as  either  acute,  obtuse,  right,  or  straight.   1. 2. 3. 4. 5. 6. 7. 8.

Measure  Angles  with  a  Protractor    Rubric  

   

     

Objective            

 Limited  or  Minimum  Progress  Toward  

Achievement  of  the  Objective  

 1    

 Progress  Toward  

Achievement  of  the  Objective  

     2    

 Consistently  and  Independently  Achieves  the  Objective  

   3    

 Score  

     

 Student  is  able  to  use  a  protractor  to  measure  8  various  angles  correctly.      

 Student  is  unsuccessful  in  using  a  protractor  to  measure  any  of  the  8  various  angles  correctly.    “Don’t  give  up!”            

 Student  is  successful  in  using  a  protractor  to  measure  1-­‐5  various  angles  correctly.    “Keep  practicing.  You  will  improve!”      

 Student  is  successful  in  using  a  protractor  to  measure  6-­‐8  various  angles  correctly.    “Excellent  work.  You’re  a  Pro  with  a  Protractor!”    

 

 Comments:      Ideas  for  Extra  Support  /  Enrichment: