Tracie Skok

7/22/2014
Technology Integrated Lesson Plan

Alpha Shape Angle Activity

Objective: TSW identify & measure various types of angles in polygons
(Alpha Shapes)
Time Frame: 3 4 day activity, depending on class time and students prior
knowledge
Grade Levels(s): 4th grade level (as well as 5th 8th math intervention
students)
Concept: recognizing & measuring basic angles in two-dimensional figures
AZ CCR Standards: 4th grade: 4.G.A.1, 4.MD.C.5 & 4.MD.C.6
(This is also a pre-req./review for Geometry S4 in the 6th
8 grades)
Materials Needed:
1 set of Alpha Shapes per pair/group of students (groups of 3
recommended)
Protractors for student use (at least 2 per group)
Pencil & paper to record results or chart/worksheet such as the one I
created for this Alpha Shapes Activity
S.O.A.R. (or O.A.R.S.) angles listed w/ definition and an example for
each on the board, chart paper, &/or in student in notebook
Document Camera with projector (if available)
Chromebooks, Laptops, or Tablets with Excel/Spreadsheets available to
compile data (will look for patterns in either this or next lesson, such as
total degrees found in the triangles, quadrilaterals, pentagons, etc.)
at least one per group
For extension activity/early finishers: additional polygon shapes or 3-D
shapes, to identify and measure the angles

Previous Knowledge/Activities: The students should be aware of the

four basic angles and how to use a protractor to measure them. (S.O.A.R. or
O.A.R.S. is a good acronym to use for these Obtuse, Acute, Right, &
Straight). They also need to know how to properly use and read a
protractor, as well as verify the results to their angle type.

DAY ONE ACTIVITIES:

Procedures:
1. Warm-up (whole group): Angle arm exercises chant and move arms
to form the various angles. Chant, Right Acute Obtuse Straight,
while simultaneously doing the arm exercises. (review of basic angles)
2. Activity start by giving students exploration time (1-3 minutes)
Move them into co-op groups and start by having them open the
shapes bag, and let them check out the shapes, especially if theyve
never used them before. Ask them to remove all of the non-polygon
shapes (circles, ovals, and any shape with a curved side). They may
then record the non-polygon shapes on their paper before proceeding.
3. Guided Review & Overview for students Explain that each shape is
numbered and they all have the same shapes in their bag. Have each
group find the first shape (Shape A).
Note that each shape is
labeled with a letter, A Z.
Then, point out and review vertex/vertices as you examine the shape
together. Each alpha-shape has all of it vertices (that form angles)
numbered, so the class can all find the same vertex/angle we are
discussing.
Demonstrate (review or introduce) how to find the numbered angles
using a doc camera & check with each group that they can find the
shape by its letter and its angles by their numbers. Model how to write
the name of an angle. {Ex: <1 , <2, etc.}
4. Modeling for students (guided) Demonstrate how to find the types of
angles found on shape A, and record them on the worksheet. (Orally
verify the measurement matches the definition for Right/Acute/Obtuse
angles.) Have students copy down the example. Model how to use the
protractor to find the measurement of each angle on the shape,
recording results on paper and/or directly into the Excel/Google
Spreadsheet document.
5. Together (whole class) Find shape B. Identify each angle and record
what type of angle (right, acute, obtuse) it is. Review that all

edges/sides can be considered a straight angle, however, we are

only recording the main three. Then, measure each angle to verify the
type, and record the measurements. {Repeat with shape C if needed.}
Review the roles of the identifier, confirmer, and recorders with
class.
6. Independent Groups Each group will rotate (clockwise) after four
shapes, with a main identifier and the group-mates are his/her
confirmers and recorders. (This gives each group member the job
for at least four shapes or more) Have each group work on finding
each shape to identify which angles are right, acute, or obtuse on it, as
well as the measurement of each angle.
a. IDENTIFIER - To start, the first identifier from the group should
pick the next shape & state its letter name (C or D) and identify
each of its angle types (O.A.R.S.) as well as measure each angle &
verbally state the degrees (for the recorder to hear).
b. CONFIRMER - The confirmer should verify the measurements &
angle types by using his/her protractor after the identifier is done
with his/her shape, and verbally state the degrees to the recorder
as well.
c. RECORDER will write down results on paper (or enter into
computer spreadsheet), then compare results with the confirmers
results. If they dont match, they will need to re-measure. Final
results should be recorded & saved onto the spreadsheet.
After four shapes have been identified & confirmed, rotate the jobs. The
next person from the group will be the identifier, picking out the next
shape (D or E) to identify each of its angle types and measurements, with
the other members becoming the confirmer and recorder. Students
continue to take turns being the identifier while others are the confirmers or
recorders until time runs out or all shapes are labeled on the worksheet.
(Note: If groups of more than 3 4, you can have multiple confirmers, plus
two recorders. One recorder for the identifier, and one recorder for the
confirmer.)

DAY TWO ACTIVITY:

Objective: TSW identify patterns & create conclusions about angle degrees
in polygons (using Alpha Shapes)
1. Have the groups complete their final measurements if needed.
2. Suggest that the students add a column in their spreadsheet data to
name each alpha-shape based on its number of sides/angles, or go
through and look at them again to name their shape. (This will be
helpful for their conclusions.)
3. Use the spreadsheet from day one to find the sum of the angles for
each shape. Check with another group to see if you have the same
sum for each shape.
4. Discuss with your own group the following questions and write your
conclusions.
a. What patterns do you see? Is there more than one pattern?
b. Do any shapes have the same sum of angles? If so, which ones?
c. What conclusions can you make based on your data?
d. Are there any mathematical methods you can determine to find
the total angle degrees of any given shape?
Assessments:
Informal: visually assess the recorded data, conversations, and participation
of students
Formal: (1) group accuracy of the data entered into their spreadsheet and
the resulting sums from that data. (Did they adjust their measurements if
they were off a degree or two?)
(2) individual - hand out a few polygons to each student and have them use
the protractor to measure the angles of the shape, recording the total sum
of their angles as well. Students should be able to measure various angles,
within a degree or two. Then, they should be able to check their
measurements by totaling triangles to 180 degrees, quadrilaterals to 360
degrees, and pentagons to 540 degrees.

Technology Integration:
*Using spreadsheets to record data and to find the sum of a set of data.
*Using the internet to verify the patterns they see and to confirm if their
theory/conclusion is correct.

Future Lesson Activities / Extension Ideas / Early Finishers:

1. Have students create a chart that represents the number of angles,
number of vertices, and number of edges (sides), along with the name
of the polygon. Can they find any relationships among the # of edges
(sides) and # of angles with the shape name?
2. Have students take their conclusions/patterns and search a math
website to see if they have the same conclusion stated there.
3. Ask them to write a few paragraphs stating the relationships they saw
and what they found on-line about the relationships of angles and
shapes.
4. Classify / sort the shapes into various groups and label the attributes of
each that they sorted the shapes into, recording which shapes (A, B, C,
etc.) that they put in the group.
5. Carry over the activity into various 3-D shapes to see if any of the
same patterns emerge.
Day Three Activity:
Objective: TSW classify two-dimensional shapes based on the presence or
absence of angles of a specified size. TSW recognize right triangles as a
category and identify the types of triangles.
1. Have students in the same groups as the day before. They will use their
Alpha Shapes again to sort the shapes out in their own way. (Take out the
non-polygon shapes first.)
Students should discuss how they will sort their shapes and verbalize
why they have sorted specific shapes into each category.
The recorder should write down their categories.
Have student groups choose the confirmer or identifier to share how
they sorted shapes.
Guided question: Did anyone sort by the type of angles the shape has?
(OARS)
2. Have students re-sort & record the shapes based on its angles.
Any shape with a right angle goes in one pile
Any shape with an obtuse angle goes in a second pile
Any shape with an actute angle goes in a third pile

3. Ask students to name their triangles based on their angles, and record
(by letter name) which ones are in each category.
4. Have student groups share their results by naming a triangle in the
category you call out (categories: right triangles, acute triangles, and
obtuse triangles). Have the class agree with the sharing student by a
thumbs up/thumbs down, & give snaps if they are correct.
5. Have students identify what is special about right triangles (will always
have one right angle and two acute angles). Have them discuss where
they see right triangles in the classroom or in the world around them.
HW Project {for the weekend/couple of days}: Students make a
three-section chart with headings of: right angles, acute angles,
and obtuse angles. Have students go on a scavenger hunt in
their neighborhoods and record (or take pictures) of places where
they see the various types of angles. Challenge them to find 5
10 angles in each category. Have them share their
findings/pictures or create a mini presentation to share with the
class about these various angles in the world.
Extension/Enrichment Activity:
A. Why are there more right angles in buildings than the other two types?
B. Research bridges around the world. What types of angles and shapes
support them and why?