4th Grade Lesson Plan - Measurement and Data
Teachers: Madeline, Tricia, Veronica, Andrea, Stella
Standard: 4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Objective (Explicit): SWBAT measure angles in whole-number degrees using a protractor.
Sub-objectives, SWBAT (Sequenced from basic to complex):
· Review how to use a protractor and measuring
· Identify angles in the classroom
· Measure angles to whole number degrees in a room using a protractor with a partner
· Measure angles to whole number degrees in a room using a protractor individually
Evidence of Mastery (Measurable): SWBAT measure an angle in a given object to the nearest whole number using a protractor.
Key vocabulary: Protractor
Materials:
· Worksheets to fill in items around the room
· One material to measure individually
· Protractors, 6 paper clips, 6 binder clips- tub
· Pencil box, books, stem of flower- in classroom
Opening (state objectives, connect to previous learning, and make relevant to real life): (5 mins) Introduction: Andrea and Stella
Our objective to will be to measure angles in whole-number degrees using a protractor.
Hold up a protractor- “Does anyone remember what this is called? Yes, a protractor, it measures angles. We practiced doing this last week. We all practiced making angles on the Smart Board, using two rays. Do you remember what an obtuse angle looks like with your hands? Show me. Acute? Straight? Right? Now today we will be practicing measuring angles using our protractor to measure real world angles. First we need to know what real world angles are. Let’s watch the Brain Pop and refresh our memories about angles and be watching for what you think a real angle might be.” 1:30 stop Brain Pop
Standard: 4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Objective (Explicit): SWBAT measure angles in whole-number degrees using a protractor.
Sub-objectives, SWBAT (Sequenced from basic to complex):
· Review how to use a protractor and measuring
· Identify angles in the classroom
· Measure angles to whole number degrees in a room using a protractor with a partner
· Measure angles to whole number degrees in a room using a protractor individually
Evidence of Mastery (Measurable): SWBAT measure an angle in a given object to the nearest whole number using a protractor.
Key vocabulary: Protractor
Materials:
· Worksheets to fill in items around the room
· One material to measure individually
· Protractors, 6 paper clips, 6 binder clips- tub
· Pencil box, books, stem of flower- in classroom
Opening (state objectives, connect to previous learning, and make relevant to real life): (5 mins) Introduction: Andrea and Stella
Our objective to will be to measure angles in whole-number degrees using a protractor.
Hold up a protractor- “Does anyone remember what this is called? Yes, a protractor, it measures angles. We practiced doing this last week. We all practiced making angles on the Smart Board, using two rays. Do you remember what an obtuse angle looks like with your hands? Show me. Acute? Straight? Right? Now today we will be practicing measuring angles using our protractor to measure real world angles. First we need to know what real world angles are. Let’s watch the Brain Pop and refresh our memories about angles and be watching for what you think a real angle might be.” 1:30 stop Brain Pop
Instructional Input Teacher WillTeacher Will: Andrea
1. “Turn to your shoulder partner and tell them one thing that you saw in the video that might be a real world angle. Person with shorter hair goes first. 2. Call on group for example: “___ tell me what your partner said . Okay, yes that would be an example of a real world angle. A real world angle is an angle that you find in something that we use daily. Not just two rays drawn on paper. So if I’m looking around the classroom I can see that the corners of the Smartboard look like an angle. Also, I can see if I hold this book this shape is an angle (hold up book and make an angle by opening). Madeline 3. “Think for thirty seconds and look around the room to find an example of a real world angle. At your table we are going to do round robin. The person closest to this wall will start first. They will say one angle that they found in the room and point to it. The next person will do the same and so on.” Have groups share what they found and point to their angle. Madeline and Tricia 4. Model measuring angles that groups found. “Yes that looks like an angle. I’m going to measure this angle, this is my think time so I will measure by myself, I can see that this is 90 degrees. I can measure real world angles with a protractor just like I can measure angle rays on a paper.” Another teacher write what one teacher is measuring. Co-Teaching Strategy/Differentiation: Reviewing vocabulary. Meeting with students who are unclear. Walking around and monitoring.
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Instructional Input Student WillStudent Will:
1. SW watch Brain Pop and share one real angle they found in video 2. Share what real angles they found. Listening to what a real angle is and objective for the day. 3. SW do round robin and share a real angle found around the room 4. SW watch the modeling of the teacher of how to measure a real angle Co-Teaching Strategy/Differentiation: Reviewing vocabulary. Meeting with students who are unclear. Walking around and monitoring.
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Guided Practice Teacher WillTeacher Will: (Veronica)
5. “I want everyone to stand up and mix around the room until I say high five. Mix. Show me on your fingers what 2x1 is. 2. Great. This is how many people should be in your group. Make your groups. When you have your group look at me and give me uncomfortable eye contact. Then find somewhere to sit with your partner. 6. “Now it’s your turn to measure real world angles with a protractor just like I did. I’m going to give each group a protractor and a recording sheet. On your recording sheet you will write what you measure around the room. Write the object (corner of the cabinet), and the degrees. One person decide to be partner A or B. Partner A is measuring first and partner B is recording first. Then switch and find a new object. Measure as many real angles as you can within the amount of time given.” When finished groups can share one angle they measured to their table mates. Pairs Compare Co-Teaching Strategy/Differentiation: Reviewing vocabulary. Meeting with groups who are unclear. Walking around and monitoring groups
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Guided Practice Student WillStudent Will:
5. Mix-Freeze-Group and find partner 6. SW work with partners to find examples of real angles around the room. Share findings. Sage and Scribe. Co-Teaching Strategy/Differentiation: Reviewing vocabulary. Meeting with groups who are unclear. Walking around and monitoring groups
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Independent Practice Teacher WillTeacher Will: (Tricia)
7. “You have an object in front of you. On your own, you will use the protractor and measure the angle in the object to the nearest whole number. On your slip of paper given write the object name and the measure of the angle. This is your exit ticket so when you are done raise your hand and we will collect it from you.” Co-Teaching Strategy/Differentiation: Use different objects to show the student angles (harder angles for advanced students, more concrete angles for struggling students.)
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Independent Practice Student WillStudent Will:
7. SW work independently to measure object angle to whole number degree as exit ticket. Co-Teaching Strategy/Differentiation: Use different objects to show the student angles (harder angles for advanced students, more concrete angles for struggling students.)
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Closing
Closing/Student Reflection/Real-life connections: (Stella)
“Angles are seen in our daily life not only on paper. We were able to measure angles to whole degrees using real world angle examples. As your going throughout your day today, notice the many angles around you. If you remember our objective it was SWBAT measure angles in whole-number degrees using a protractor. Did we meet our objective today? Show me thumbs up or thumbs down.”
“Angles are seen in our daily life not only on paper. We were able to measure angles to whole degrees using real world angle examples. As your going throughout your day today, notice the many angles around you. If you remember our objective it was SWBAT measure angles in whole-number degrees using a protractor. Did we meet our objective today? Show me thumbs up or thumbs down.”