Area Triangle Circles Unit Lesson Plan 3

Measurement
Name: Demetrios
Date: April 3 Allotted Time: 60 Minutes
Lesson title/topic/question:
Practice measuring and drawing angles
Rationale: How does this lesson connect to the learning sequence (overall rationale, goals) and/or to
previous lessons?
Measurement strategies and skills have many real-world applications, from spatial awareness to
renovating to engineering.
First Peoples’ Principles & Connections:

Learning involves patience and time.
Although many of these students love math, there are still a handful that really struggle with concepts
and may find this challenging. This will be the first time for many of these students to learn about
these types of concepts, so they may struggle and need to be reminded of the learning journey they
are on.
Big Ideas:
Gr. 6: Properties of objects and shapes can be described, measured, and compared using volume,
area, perimeter, and angles.
Gr. 7: The constant ratio between the circumference and diameter of circles can be used to describe,
measure, and compare spatial relationships.
Learning Intention:
What will the students learn?
I can measure and draw angles.
CORE Curricular Competencies (DO) Content (KNOW)
Competencies Gr. 6&7 Gr. 6:
I can think I can apply multiple strategies area of triangles, parallelograms, and
critically to to solve problems in both trapezoids
develop ideas abstract and contextualized angle measurement and classification
I can develop situations volume and capacity
and refine I can develop, demonstrate, Gr. 7:
questions and apply mathematical circumference and area of circles
I can listen, understanding through play, volume of rectangular prisms and cylinders
contribute, inquiry, and problem solving
develop I can visualize to explore
understanding mathematical concepts
through I can communicate
conversation with mathematical thinking in many
my peers ways
Materials:
Projector, laptop, slideshow, protractors, white paper, scissors.
Connect Pacing
How will you introduce this lesson in a manner that engages students and activates their
thinking? Activate or build background knowledge, capture interest, share learning
intention?
Using slideshow, introduce the learning intentions, and review c-chart criteria
expectations.
Hook: Have estimation angle site on the projector.
Split students into two “teams” (divide class in half). Students will take turns estimating
the angle measurement by telling me when to stop the movement based on where they
think each angle is. 10 mins
Process: What steps and activities are you going to use to help students interact with Pacing
new ideas, build understanding, acquire and practice knowledge, skills and/or attitudes?
In what ways have you built in guided practice?
Think, pair, share:
Hand out plastic protractors and discuss what they notice: two scales, a centre point,
and base line Point out that there is an inner scale and outer scale.
Ask to consider:
How many degrees are displayed on the protractor? (180)
What do you notice about the numbers on the two scales? (as the numbers for the
inner scale increase, the numbers for the outscale decrease, the sum of the inner and
outer scale number is 180.)
How could we use this to draw a 45 degree angle? (ensure students understand how to
use protractors: start by drawing a straight line with a ruler, label one endpoint, place
the protractor so the 0 degree line matches the line you drew, with the centre of the
protractor on the point you labelled. Look for the 45 degree mark on the protractor -
you will see two - but you want to count from the ‘zero’ degree line.) Students should 5 mins
practice drawing this out themselves.
Students will then use a ruler and protractor to draw each angle and submit when they
are finished (up on slide). This will be done while you give further instruction to each
grade, beginning with grade 6s.
C-Chart independent work grade 7s.
Grade 6:
1. Use overhead to show 3 types of angles. Ask: what are these angles called?
2. Now, add lines to each, creating three triangles. Ask what they think these three
triangles may be called? (Right, acute, obtuse).
3. Next, explain that all triangles have two acute angles: Right triangles are those
which also have a 90 degree angle, and obtuse triangles are those that have an
obtuse angle. Acute triangles have a third acute angle.
- Complete the questions on page one of this handout.
- Next, measure and record each angle using a protractor.
- Finally, add up the angles for each individual triangle. What do they notice? 20 mins
-
Review C-chart expectations for independent work.
Grade 7:
- Students will be starting to take a closer look at how to measure circles. Ask
students if they can define the terms circumference, radius, diameter; then
provide definitions (circumference: the boundary of a circle, also refers to the
length of this boundary - diameter: a line segment that joins two points on the
circumference of a circle and passes through the center. Also refers to the length
of this line segment. Radius - half of the diameter.) Draw pictures of circles under
projector, labeling each aspect.
- Show the center point in circle - (called the centre or origin)
- Explain that I am going to show how the special relationship between these
aspects of a circle and a special number referred to as ‘pi’ can help us solve
problems. I will show a clip demonstrating how an Ancient Greek over 2000
years ago first discovered this: 4:43 - 6:30.
- Using my bicycle wheel, do a live version of this in the classroom: Have a student
measure the diameter of a bicycle wheel. Next, have them estimate what the
circumference will be. Take estimations. 10 mins
- With valve as starting point, have a student mark with tape on the floor. Invite
another student up to slowly roll the wheel one full rotation. Invite another
student to mark end point with tape. Invite another student to measure out the
total in meters. Ask - what do we need to do to ensure these are using the same
unit of measurement?
- Ask students - what is the equation we can create to find the circumference of a
circle? 10 mins
- Students will then complete circumference practice worksheet (MF 7).
Have students complete and submit a short response to these questions as a check for 5 mins
understanding.
Transform: How will students apply or practice their learning? Can they show or
represent their learning in personalized ways?
Students will be given various opportunities to share their experiences and knowledge,
including oral and written.
Closure: How will you solidify the learning that has taken place and deepen the
learning?
In the next lesson, students will move onto angle relationships in triangles.
Assessment: What evidence will I gather and reflect on? How will I guide the
self-assessment, goal-setting and reflection? How will I provide ongoing feedback? How
will I support students to be resources for each other?
Evidence of learning will be shown through completion of work in class, including
reflections and practice questions. Pre-assessments to be used as a measure for growth
and formative assessment.
Accessibility: How will you ensure accessibility for all your students? What adaptations,
supports, resources will you use?
Various ways to take in and communicate knowledge through low floor/high ceiling
tasks: partner discussion, whole class discussion, direct modeling, options to
communicate understanding verbally or through drawing.
EA support will be available, as will a reduction in questions for practice sheets that
students complete. Gifted students will be provided with more challenging problems, as
will those who finish early.

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Measurement

Date: April 3 Allotted Time: 60 Minutes

First Peoples’ Principles & Connections:

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