Lesson 5

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher: Julie Wiegers

Date Subject/ Topic/ Theme: Lesson 5 Compose and Decompose Angles Grade: Fourth
I. Objectives
How does this lesson connect to the unit plan?
This is the fifth lesson in the unit and is the last lesson where students will learn new information. Students will learn how to add and decompose angles.
cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Comprehend that the measure of an angle is the sum of the measures of its parts. U
Illustrate an addition or subtraction equation to find an unknown angle measure. A
Explain what is wrong in a given problem and show how to fix the given problem. E
Common Core standards (or GLCEs if not available in Common Core) addressed:
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 measures 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 measure.
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 How to measure angles and types of angles
knowledge and skills.
Pre-assessment (for learning):

I will verbally review with students how to identify triangles and angles to see if we need to go over
that.
Formative (for learning):
Outline assessment I will be able to ass students learning by asking questions throughout the lesson.
activities Formative (as learning):
(applicable to this lesson) Students will see how much by if they are able to provide example for me throughout the lesson.
Summative (of learning):
Students will work in pairs and will be given activity cards. Each activity card has a problem that
they have to solve together.
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,
Instead of just asking learners interaction authenticity, minimize threats
What will it take
questions out loud and doing Instead of just answering my
neurodevelopmentally, problems on the white boards, the questions, students will be able to
experientially, emotionally, angle activity cards give learners a work on problems together
etc., for your students to do visual representation of an angle through the activity cards.
this lesson? problem.
Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language oriented feedback
Students will be working in
pairs to answer angle activity
cards.
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Provide options for Provide options for executive Provide options for self-regulation-
comprehension- activate, apply & functions- coordinate short & long expectations, personal skills and
highlight term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection
Learners will be able to start Students will be able to Students will be able to self-
thinking about what jobs involve monitor their progress through asses themselves after going
angles, which will show them a the angle activity cards. through the angle cards
connection to the real world and
why learning angles can be
important.
Whiteboard
Materials-what materials Student activity books
(books, handouts, etc) do Activity cards
you need for this lesson and Protractors
are they ready to use?
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.
-Multiplication Red Card game (just to review
Motivation multiplication facts)
(opening/ Students will review previous material.
7 introduction/ -review how to identify triangles with angles and
minutes engagement) sides
Development
(the largest -Just like how we can add lengths to together
component or when measuringwe can add angles together to See if any of the students can guess on how you
main body of form another angleprovide examples on the add angles together.
the lesson) board. Does anyone have an idea how we would
do that?
20
minutes -Make sure to explain that they share a
common/adjacent side.
-Just like how we can add two angles to form

another anglewe can also decompose an angle
two smaller anglesdoes anyone have an idea on
how we would do that? Students will provide examples of adding or
decomposing angles
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ex) 35 degrees + 30 degrees =65 degrees
could also be 65 degrees 30 degrees = 35
degrees.
-Show how the angles in a triangle always equal

180 degrees.
If some students are struggling over card, they
Pass out angle cardshave students divide up into will evaluate the card as a group and another
pairs. Each pair will have 30 seconds to answer student will try and explain to them how to fix
the card and then they will pass it on to the next their mistake.
pair. 12 cards total.
-How did you guys do?

-Did you do better or worse than you thought you
would?
-Is there anything you want to review or go over?
Closure
In our next lesson we are going to be discovering
(conclusion,
real world problems that involve angles. Can you
culmination,
3 guys come up with any jobs that you would use
wrap-up)
minutes angles? Or any way you would use angles outside
of math class?
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 very well. I told the students that it is just like how you add and subtract with regular numbers, which really helped
them to understand the material. When I had students guess at how they thought you would add two angles together, they were able
to guess the correct answer right way. The same thing happened for when I did decomposing/subtracting angles. They were able to
understand it very quickly. I kept having students volunteer to come up to the board to draw examples. I have noticed that the
students really enjoy and are engaged when volunteers are able to come up to the whiteboard and use it. The activity cards went very
well also. They were very engaged when they had cards. However, towards the end they were starting to get a little antsy and were
ready to move on. Next time I teach this lesson, I would keep the activity cards but I use less. The cards were a great way to asses
students and for them to practice working with a partner, but I did not need as many as I had. They did a good job though at realizing
what they did good on or what they needed to review. Fortunately, many of the students understood everything and did not need
much review.
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Julie Wiegers

cognitive- physical socio-

II. Before you start

Pre-assessment (for learning):

How will your classroom be Normal

III. The Plan

-Just like how we can add two angles to form

-Show how the angles in a triangle always equal

-How did you guys do?

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