by Amber Poore

SPRING08 - EDU4499 - Amber Poore - Math Lesson Plan

Standards

Standards

AL.MA.5.30
Identify triangles.
AL.MA.5.30.1
...Right
AL.MA.5.30.2
...Equilateral
AL.MA.5.30.3
...Isosceles
AL.MA.5.30.4
...Scalene
AL.MA.5.30.5
...Obtuse
AL.MA.5.30.6
...Acute

Resources

Resources

Amber Poore
Yahoo Images
This was used to obtain the triangle images

Details

Objectives

Students will be able to identify if a triangle is right, equilateral, isosceles, scalene, obtuse, or acute when shown a picture of a triangle. Students will also be able to draw a triangle that is right, equilateral, isosceles, scalene, obtuse or acute when asked to do so.

Materials

 - A small dry erase board for each student

- Enough dry erase markers for each student (always have extras)

- Old sock or rags that the students have brought in to be used as erasers

- Triangle Definitions handouts for each student (attached)

- Checking for Comprehension handout for each student (attached)

- Triangle question examples (attached)

- Transparency sheets

- Projector

Attachments

Activities

I. Befor this lesson begins make copies of each triangle onto transparency paper.

II. Explain to the students that we will continue our study of identifying triangles today with a game.

Pass out the Triangle Definitions  sheets to all students.

Review the sheet with the students to refresh their memories and tell them that for round 1 of this game they are allowed to have these on their desks.

III. Explain that each student will be getting a dry erase board, and for round 1 when you put a triangle up on the projector they are to write what kind of triangle it is (it can be more than one) as fast as they can (it must be legible though) and hold it up facing you when they think they have it right. They are allowed to use their Triangle Definitions sheet for this. Once you have gone through that quite a bit then tell them that you will call out a type of triangle and they are to draw it on their board and hold it up as fast as they can. They can use their sheets for this as well.

For round 2 the game will be played exactly the same except they are not allowed to use their Triangle Definitions sheet.

Pass out the dry erase boards, markers and socks.

IV. For round 1 part A put a triangle transparency on the projector and have them write what kinds of triangles this is. Continue on until you have done several examples of each kind.

Then call out or write on the board a type of triangle and have the students draw it.

For round 2 have the students put away their Triangle Definitions handouts. Follow the same pattern as round 1 only this will be a little more challenging for students and enable them to actually learn the information.

V. Once the game is finished collect all dry erase boards, markers and erasers.

Tell the children to make sure their desks are cleared off and pass out the Checking for Comprehension handouts.

Assessments

 Have the students complete the Checking for Comprehension handout as their culminating/assessment activity. This will give you a clear idea of how well the students retained the information, what we still need to review, and if they are prepared to be tested on this material.

Comments

This would be a wonderful test review.