MG 2 2 Lesson by 5UWtA6VF

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• pg 1
CAMSP Lesson Template
Enrique Sanchez, Tomas Parra, Pablo Parra
CA Content Standard(s):                                                Content Objective:                                        Language Objective:

MG2.2- Know that the sum of the angles of any                   To identify triangles and quadrilaterals, learn       Students will be able to use appropriate vocabulary
triangle is 180 degrees and the sum of the angles               the sum of the angles and learn strategies on         when explaining their thinking.
of any quadrilateral is 360 degrees and use this                how to solve for the missing angle.
information to solve problems.                                                                                        Students will have ample opportunities to discuss
their work throughout the lessons.

Preparing the Learner              Interacting with Text/ information source                                      Extend Learning/ Understanding
    Activate prior knowledge       Students deconstruct, analyze, understand                                     Create/recreate based on understanding
    Focus on key concepts          reconstruct and connect to larger objectives in meaningful ways               Application of newly-gained knowledge
    Introduce new terms in         Students take a critical stance towards ideas emerging from reading           Connections to larger body of knowledge, taking a critical
meaningful contexts                                                                                            stance in relationship to other ideas

Lesson          Strategy and Gradual Release of                                                                Strategies/Plan
Sequence        Scaffolds Uses Responsibility
Review and        □ Teacher does                Share content standard and objectives- 5mins
Vocabulary        □ Teacher-students do         Whole group- Teacher charts and reviews key vocabulary- 10 mins.
(We Do)                     right triangle, obtuse triangle, acute triangle, degrees
Modeling/         □ Students do
Questioning         collaboratively (You        Teacher engages students by handing out a worksheet with three different types of triangles
do)                         and poses a question:
Pair Share        □ Student does                How can we apply what we learned about angles to identify and classify triangles?
Time:                                   individually (You do)
Journal entry                                   Students use prior knowledge on angles, to identify the three different types of triangles.
Teacher then focuses on a right triangle and its interior angle measurements.
The right angle is identified and its 90 degree measurement is explained.
Students then are taught that all interior angles for all triangles must add up to 180degrees - 15 mins.

Students draw, identify and label all three types of triangles based on their properties and conclude that
all interior angles must at up to 180 degrees -10 mins.

Sweetwater Union High School District: OLA/ State & Federal Programs                                                                                                  11/4/2012

I. Sanchez-Gutierrez, R. Robinson                                                                                            6979f3a6-b53e-48c6-aeec-04c1a26048dd.doc

Tenets: Structured, Quality Interactions ● High Challenge - High Support ● Student Accountability for New and Meaningful Learnings
CAMSP Lesson Template
Guiding Question(s):                   Sentence Frame(s):                                                     Checking for Understanding:
□ Physical_________________________________
□ Verbal__________________________________
□ Written__________________________________
□ Teacher does            Whole group- Teacher charts and reviews key vocabulary- 10 mins.
Task 2:                                   (I Do)                 Parallelogram, trapezoid, rectangle, rhombus, square
□ Teacher-students do
(We Do)                 Teacher engages students by handing out a worksheet with five different types of
collaboratively (You    and poses a question:
do)
How can we apply what we learned about angles and sides to identify and classify
□ Student does
Time:                                    individually (You do)

Students use prior knowledge on angles, to identify the five different types of quadrilaterals.
Teacher then focuses on a square and its interior angle measurements.
The right angles are identified and their total interior sum of 360 degrees is explained.
Students then are taught that all interior angles for all quadrilaterals must add up to 360
degrees - 15 mins.

Students draw, identify and label all five types of quadrilaterals based on their properties and
conclude that all interior angles must at up to 360 degrees -10 mins.

Guiding Question(s):                   Sentence Frame(s):                                                     Checking for Understanding:
□ Physical__________________________________
□ Verbal____________________________________
Sweetwater Union High School District: OLA/ State & Federal Programs                                                                               11/4/2012

I. Sanchez-Gutierrez, R. Robinson                                                                                   6979f3a6-b53e-48c6-aeec-04c1a26048dd.doc

Tenets: Structured, Quality Interactions ● High Challenge - High Support ● Student Accountability for New and Meaningful Learnings
CAMSP Lesson Template
□   Written___________________________________
Task 3:                                □ Teacher does            Teacher models on white board how squares and rectangles can be “cut” diagonally to create
(I Do)                 two right triangles and emphasizes how the sum of all interior angles of both triangles total
□ Teacher-students do     360 degrees.-10 mins.
(We Do)
□ Students do             Teacher hands out a paper in a shape of a square. Students are then instructed to fold the
collaboratively (You    square in half diagonally and then cut it along the folded line.
do)
In pairs, students are then expected to find the angle measurement of all angles. Protractors
□ Student does
can be used if necessary- 10mins
Time:                                    individually (You do)

In small groups- students are then presented with a worksheet in which students are given 2
interior angles and are expected to find the third angle in triangles and given 3 interior angles
are given for quadrilaterals. 20 mins.

For extended practice,
Teacher can assign independent practice on page 183problems 9-12 enVision lesson 8-4
( triangles)
Teacher can assign independent practice on page 185problems 11-13 enVision lesson 8-5

Potential Misconceptions:

Guiding Question(s):                   Sentence Frame(s):                                                     Checking for Understanding:
□ Physical_________________________________
□ Verbal__________________________________
Sweetwater Union High School District: OLA/ State & Federal Programs                                                                                  11/4/2012

I. Sanchez-Gutierrez, R. Robinson                                                                                   6979f3a6-b53e-48c6-aeec-04c1a26048dd.doc

Tenets: Structured, Quality Interactions ● High Challenge - High Support ● Student Accountability for New and Meaningful Learnings
CAMSP Lesson Template
□    Written__________________________________
Preparing the Learner              Interacting with Text/ information source                               Extend Learning/ Understanding
   Activate prior knowledge        Students deconstruct, analyze, understand                              Create/recreate based on understanding
   Focus on key concepts           reconstruct and connect to larger objectives in meaningful ways        Application of newly-gained knowledge
   Introduce new terms in          Students take a critical stance towards ideas emerging from reading    Connections to larger body of knowledge, taking a critical
meaningful contexts                                                                                      stance in relationship to other ideas

Sweetwater Union High School District: OLA/ State & Federal Programs                                                                                           11/4/2012

I. Sanchez-Gutierrez, R. Robinson                                                                                     6979f3a6-b53e-48c6-aeec-04c1a26048dd.doc

Tenets: Structured, Quality Interactions ● High Challenge - High Support ● Student Accountability for New and Meaningful Learnings

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