Geometry Lesson Plans Red Team - Pflood

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit
Patrick Flood Types of Triangles by Lengths of Sides
Lesson Plan Day 1: Respond to the prompts below (no more than 3 single-spaced pages,
including prompts) by typing your responses within the brackets following each prompt.
Content Objective
Learning Objective
What will students leave the lesson understanding

that they didnt know before? This is your goal for
student learning about content. How it will be
measured will appear in the assessment of
learning at the end of the lesson.
[Students will understand how to identify the

type of triangle by the length of the sides. The
types of triangles can be characterized as
either: isosceles, scalene, or equilateral.]
What mathematics will the students be asked to

understand/use in this lesson?
How does it link to students needs that you have
noted?
How your content objective will be measured will need
to be provided as part of the student tasks.
[Students will be directed into classifying triangles

by measuring the length of the triangles sides.
This links to the students developing the real-life
skill of measuring and constructing physical
objects such as furniture. ]
Materials
List all of the textual, visual, auditory materials, technology, etc. that will be called upon for use in this lesson.
[Each student will need a ruler and strips of graph paper 12 units long]
Opening
Do Now/Starter with Anticipatory Set/Motivation
How will you get students started as they enter the room? What will be the first task they
must engage in to capture their interest?
[Students will be asked questions about the different types of triangles. For
instance, Can a right triangle be isosceles?.]
Time
(approximated
in minutes)
5
[5]
Introduction to New Material (We Do, They Do)

Statement of Lesson Objectives
How will you express to students what the learning goals for the lesson are?
Time
2
[Students will be directed to correctly identify the type of triangles by measuring

the lengths of their sides,.]
[2]
Guided Practice of Lesson Task

How will you show students what you want them to engage in?
What will you model in terms of language forms/target language?
How will you set them up to notice some language?
Time
5
[5]
[ The students will be given a demonstration by the teacher of the activity as

follows:
1. Measuring the sides of a given triangle and recording the
lengths;
2. Ordering the sides from least to greatest; and,
3. Based on the number of sides that have the same length,
1

classifying the type of triangle as either: isosceles (2), scalene
(0), or equilateral (3). They will notice that a triangle with 3 equal
sides is called an equilateral triangle; a triangle with 2 equal
sides is called an isosceles triangle; and, a triangle with no (0)
equal sides is called a scalene triangle.
]
Checking for Understanding of Task (Informal Assessment)
How will you assess that students are ready to begin the independent work portion of the
lesson?
Time
3
[3]
[Students will be allowed time to think about the steps that the teacher modelled
and the target language used. They will allowed to ask questions or give
comments and the teacher will also ask if there are any (additional) questions.]
Independent Practice (You Do)

Differentiation of Lesson Task
Time
What will students be engaged in for the work portion of the lesson?
How will it be differentiated for students at different proficiency levels
(process/product/content)?
How will students be grouped/paired?
What choices will students have about their learning?
20
[20]
[Students will be paired into groups of two and given handouts that have shapes
of triangles of various shapes and sizes on them. Each group will also be given
strips of graph paper and a ruler. The groups will measure the lengths of the sides
of each triangle, record the results, and categorize the triangles as either:
isosceles, scalene, or equilateral. For differentiation purposes, the students will
be paired by a mixture of proficiency. Each group can decide whether to use the
ruler or the strip of graph paper to measure the sides of a triangle. Each group
can also decide who will do the measuring and who will do the recording or a
combination thereof. ]
Feedback on Lesson Task (Informal Assessment)
What will you do to watch and provide on-the-spot feedback to students as you circulate
or target a particular group?
What language do you want to see or hear being used in this portion of the lesson? Did
you try performing this same task yourself to determine this?
What possible difficulties/errors/misconceptions can you predict may come up? How can
or have you built these into your original guided practice?
What are some model answers you are expecting?
Time
During above
[I will watch how each pair is progressing as I circulate the room. I will respond to
questions that they pose. I may not give an actual answer but instead I may ask
them a question that helps them to find the answer for themselves. If students
spend more than a few minutes struggling or they are going in a wrong direction, I
will intervene by asking questions of them. I can model the lesson by asking
them: how can you know if the particular triangle is isosceles or equilateral? I will
ask them to double-check (validate) their work. I expect that some students will
incorrectly guess at the type of triangle without first ordering the lengths in
sequence. ]
2
Closing
Reflection on Learning/Homework Extension
Time
What will you do to invite students to share back what they did or learned during the
lesson?
How do you intend to create awareness about what they have learned-will learning be on
display in the classroom or in an online forum?
What will they be asked to practice when they go home related to the lesson?
10
[10]
[Students will be asked to create an exit slip in which they are to explain the
activity in their own words. This can be one paragraph or more. For homework,
the students will be assigned to construct their own triangles where there is at
least one of each type of triangle: isosceles, scalene, and equilateral. The
triangles should be made of uncooked spaghetti taped to the page. ]

Patrick Flood Types of Triangles by Angle Measure
Content Objective
Learning Objective

[Students will understand how to identify the

type of triangle by the measures of the angles.
The types of triangles can be characterized as
either: right, obtuse, or acute.]

noted?
[Students will be directed into classifying triangles

as either right, obtuse, or acute by measuring their
angles with a protractor. Students can connect this
to real life through architecture because builders
and architects must know how to measure and
use angles to design and build structures they
construct.]
Materials
[Protractor.]
Opening
[Students will be shown four angles on the SMART Board and be asked to order
them from the smallest (least open) to the biggest (most open).This will capture
their interest because it is visual and there are no math terms or symbols.]
Time
(approximated
in minutes)
5
[5]

Time
2
[Students will be directed to use protractors in order to measure angles and

classify the angles based on their measurements as either right, obtuse, or
acute.]
[2]

Time
5
[5]
[ The students will be shown a demonstration video on how to use a protractor:

https://www.youtube.com/watch?v=t4xCOUNEInI
4

The terms used in the activity will be discussed: right, obtuse, and acute angles;
and, right, obtuse, and acute triangles. The students will be asked if they know a
different way of referring to a triangle with a 90 angle (a right triangle), a greater
than 90 (an obtuse triangle), and a triangle having all angles smaller than 90
(an acute triangle). ]
lesson?
Time
3
[3]
[Students will be asked to label the four angles shown on the SMART Board.
They should then write the correct labels for each angle in their notebooks. They
will then be asked if they have any questions.]

Time
20
[20]
of triangles of various shapes and sizes on them. Each group will also be given a
protractor. The groups will measure the angles of each triangle, record the
results, and categorize the triangles as either: right, obtuse, or acute. For
differentiation purposes, the students will be paired by a mixture of proficiency
levels. Each group can also decide who will do the measuring and who will do the
recording or a combination thereof. ]
Time
During above
questions that they pose. I may not give an actual answer but instead I may ask
them a question that helps them to find the answer for themselves. If students
spend more than a few minutes struggling or they are going in a wrong direction, I
will intervene by asking questions of them. For example, I can ask them: show
me how you used the protractor to measure the angles.]
Closing
Time
lesson?
10
[10]
5

[An exit slip will be given where students will be asked to draw a rough sketch of
three triangles: one right, one obtuse, and one acute triangle. For homework, the
students will be assigned to construct three models of triangular structures such
as a tower, bridge, or building where each structure represents a different
triangle; that is, one model uses a right triangle, another model uses an obtuse
triangle, and the third model uses an acute triangle. ]

Patrick Flood Relationship between Side Lengths for Acute and Obtuse Angles
Content Objective
Learning Objective

[Students will understand the relationship

between the side lengths for acute and obtuse
angles through an investigation of triangles
that are obtuse and acute.]

noted?
[Students will be directed into an investigation of

triangles where a2 + b2 < h2 (for an obtuse triangle)
and a2 + b2 > h2 (for an acute triangle) by the
number of equal angles.]
Materials
[Handout and protractors.]
Opening
[Students will be asked questions about the Pythagorean theorem, a2+b2=c2, and
the different types of triangles. For instance, Which side is the longest side when
using the Pythagorean theorem in the form of a2+b2=c2? and Can a right triangle
be isosceles?]
Time
(approximated
in minutes)
5
[5]

Time
2
[Students will be directed to use the Pythagorean theorem to help determine if a

triangle is a right triangle, an acute triangle, or an obtuse triangle.
[2]

Time
5
[5]
[Students will be given a demonstration by the teacher of the activity as follows:

To help you visualize this, we can think of an equilateral triangle with sides of
7

length 5. What type of triangle is this? Yes, this triangle is acute. Now lets see
what happens when we try to use the Pythagorean theorem for this acute
triangle. For example, if we plug 5 in for each number, a, b, and c in the
Pythagorean theorem we get 52+52=52 which, when solved, gives us 50=25.
Since this is obviously untrue (because 50 does not equal 25) we have an
inequality instead of an equation. So, lets change the equal sign to the sign that
is correct for this inequality. This then gives us: 52+52>52. For an acute triangle,
we then have a2+b2>c2. (It is important to note that the side length c is always
the longest when using the Pythagorean theorem in the form of a2+b2=c2).]
lesson?
Time
3
[3]
and the target language used. They will be encouraged to think about the Guided
Practice and what other situations could be encountered. The teacher will ask for
other possible situations and is specifically looking to hear about those involving
obtuse triangles.]

Time
20
[20]
[Students will be paired into groups of mixed proficiency and given handouts that
have two questions on them: (1) Determine if the following lengths make an
acute, right or obtuse triangle: 8, 15, 20; and, (2) Determine if the following
lengths make an acute, right or obtuse triangle:15, 22, 25.
The students will be asked to plug the numbers for the side lengths into the
Pythagorean theorem. They will then determine the correct inequality sign and
type of triangle: a2+b2>c2 for an acute triangle; or, a2+b2<c2 for an obtuse triangle.
Toward the end of the exercise, the students will be given an opportunity to
validate their work when they are given protractors so that they can measure the
angles of each triangle and confirm whether the triangle is acute or obtuse. Each
group can decide who will do the measuring for each question. ]
Time
During above

questions that they pose. I expect that some students will incorrectly guess at the
type of triangle without first using the Pythagorean theorem. I will ask them to
double-check (validate) their work. ]
Closing
Time
lesson?
10
[10]
[Students will be asked to turn in an exit slip in which they are to explain the
activity in their own words. This can be just a few sentences or more. For
homework, students will be assigned the following problem:
While painting a wall in your home one day, you realize that the wall you are
painting seems "tilted", as though it might fall over. You realize that if the wall is
standing upright, the angle between the wall and the floor is ninety degrees. After
a few careful measurements, you find that the distance from the bottom of the
ladder to the wall is 3 feet, the top of the ladder is at a point 10 feet up on the
wall, and the ladder is 12 feet long. Can you determine if the wall is still standing
upright, or if it is starting to lean? When you've completed this Concept, you'll
know for certain how to determine if the wall is standing upright.
Solution:
The ladder is making a triangle with the floor as one side, the wall as another, and
the ladder itself serves as the hypotenuse. To see if the wall is leaning, you can
determine the type of triangle that is made with these lengths (right, acute, or
obtuse). If the triangle is a right triangle, then the wall is standing upright.
Otherwise, it is leaning. Plugging the lengths of the sides into the Pythagorean
theorem, we start with: 32+102 ? 122 which will become 109 ? 144. Because 109
< 144, this is an obtuse triangle. Therefore, the wall is leaning with an angle
greater than ninety degrees. http://www.ck12.org/book/CK-12-TrigonometryConcepts/section/1.3/]]

Patrick Flood Isosceles Triangle Theorem and its Converse
Content Objective
Learning Objective

[Students will investigate and apply the

isosceles triangle theorem and its converse.]

noted?
[Students will be directed into an investigation of

triangles.]
Materials
[Protractor and ruler]
Opening
[Students will be asked questions such as: What is an isosceles triangle? (An
isosceles triangle is a triangle that has at least two congruent sides.) What are
the legs and base of an isosceles triangle? (The congruent sides of the isosceles
triangle are called the legs and the other side is called the base.) What are base
angles (The angles between the base and the congruent sides are called base
angels.) What is a vertex angle? (The angle made by the two legs of the
isosceles triangle is called the vertex angle).]
Time
(approximated
in minutes)
5
[5]

Time
2
[Students will be directed to correctly identify the isosceles triangle theorem and
its converse.]
[2]

Time
5
[5]
[Students will be given a demonstration by the teacher of the activity as follows:

1. Measuring the angles of a given triangle and recording the
lengths;
10

2. Ordering the sides from least to greatest; and,
3. Based on the number of sides that have the same length and
classifying the type of triangle as either: isosceles (2), scalene
(0), or equilateral (3). For this activity, the example will be of a
triangle with 2 equal sides that is, an isosceles triangle.]
lesson?
Time
3
[3]
and the target language used. They will allowed to ask questions or give
comments and the teacher will also ask if there are any (additional) questions.]

Time
20
[20]
of triangles of various shapes and sizes on them. Each group will also be given a
protractor and a ruler. The groups will measure the lengths of the sides of each
triangle, record the results, and categorize the triangles as either: isosceles,
scalene, or equilateral. The students will then use their protractors to record the
angle measures. The handout will ask if they notice any pattern with regards to
the angle measurements. The handout will also feature images that will lead to
the converse of the isosceles angle theorem where various angle measures of a
given triangle are equal. For differentiation purposes, the students will be paired
by a mixture of proficiency levels. Each group can also decide who will do the
measuring and who will do the recording or a combination thereof. An example of
one particular triangle given on the handout is:
]

Time
During above
11

questions that they pose. I can model the lesson by asking them: how can you
know if the particular triangle is isosceles or equilateral? I predict that some
students might have difficulties using the protractor; I will refer them to video that
is similar to the one we had seen in an earlier lesson on how to use a protractor. ]
Closing
Time
lesson?
10
[10]
[Students will be asked to create an exit slip in which they are to explain the
activity in their own words. This can be one paragraph or more. For homework,
students will be assigned worksheets similar to the activity so they can get more
independent practice working on triangles that involve the isosceles triangle
theorem and its converse. See below.]
12
Homework Assignment. Complete the following workskeet.
Results of Assessment of Students. The class average on the homework worksheet above was 81.67%,
where one bonus point was given to students who wrote their name on the paper (all of whom had.)
13

Geometry Lesson Plans Red Team - Pflood

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Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

Patrick Flood Types of Triangles by Lengths of Sides

What will students leave the lesson understanding

[Students will understand how to identify the

What mathematics will the students be asked to

[Students will be directed into classifying triangles

Introduction to New Material (We Do, They Do)

[Students will be directed to correctly identify the type of triangles by measuring

Guided Practice of Lesson Task

[ The students will be given a demonstration by the teacher of the activity as

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

Independent Practice (You Do)

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

What will students leave the lesson understanding

[Students will understand how to identify the

What mathematics will the students be asked to

[Students will be directed into classifying triangles

Introduction to New Material (We Do, They Do)

[Students will be directed to use protractors in order to measure angles and

Guided Practice of Lesson Task

[ The students will be shown a demonstration video on how to use a protractor:

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

Independent Practice (You Do)

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

What will students leave the lesson understanding

[Students will understand the relationship

What mathematics will the students be asked to

[Students will be directed into an investigation of

[Handout and protractors.]

Introduction to New Material (We Do, They Do)

[Students will be directed to use the Pythagorean theorem to help determine if a

Guided Practice of Lesson Task

[Students will be given a demonstration by the teacher of the activity as follows:

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

Independent Practice (You Do)

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

What will students leave the lesson understanding

[Students will investigate and apply the

What mathematics will the students be asked to

[Students will be directed into an investigation of

[Protractor and ruler]

Introduction to New Material (We Do, They Do)

Guided Practice of Lesson Task

[Students will be given a demonstration by the teacher of the activity as follows:

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

Independent Practice (You Do)

Feedback on Lesson Task (Informal Assessment)

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

Hunter College Adolescent Mathematics edTPA Lesson Plan Geometry Unit

Homework Assignment. Complete the following workskeet.

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