Emily Pollpeter

Math Lesson 10.2: Classify Triangles by Angles

April 12, 2017

*italicized parts are to be spoken aloud*

Learning Outcomes: Students will classify triangles by the size of their angles.

Materials:
Chapter 10 math books-provided by Holy Ghost Catholic Elementary School
Projector and laptop-provided by Holy Ghost Catholic Elementary School

Anticipatory Set:
Last time we started to talk about the different types of angles. What are they? (right, obtuse,
and acute)
With your heel of your hands (point to the bottom part of the palm), make a right angle. (Hands
should come together to make a square corner angle). Pick a student to bring their right angle up
to the board and trace it. When I trace the angle onto the board, I can draw my right angle to
double check.
Now try making an acute angle. (Hands should come closer together) Pick a student to bring
their acute angle up to the board and trace it. When I trace the acute angle onto the board, I can
connect the lines and see that it is smaller than a square corner so it is acute.
What should an obtuse angle look like? (Hands should spread apart further than a square) Pick a
student to bring their angle up to the board and trace it. When I trace the obtuse angle, I can see
that my lines are further apart and that they make an angle that is larger than a square when I
connect them.

Procedure:
Now open to page 555 in your math book. We know the different types of angles so we can now
figure out what to name different triangles.
Lets take a look at Activity 1 in your book. We need to figure out what types of angles each of
these triangles have. Our guide on the side tells us that we should be looking for triangles with
one right angle, one obtuse angle, and three acute angles.
While we work through this on the board, make sure you are also following along in your book.
Talk about each type of triangle shown and how to classify them into categories. Encourage
students to look for things that automatically recognize (right angles have the boxes already
drawn in, obtuse angles that are more clear to distinguish as larger, etc)
Now go to page 556 in your book. When we have an acute triangle, it means that we have a
triangle with three acute angles. So look back at the triangles we just shaded in. Which ones
are acute triangles?
An obtuse triangle is when we have a triangle with one obtuse angle. This means that one of our
angles looks a lot wider than a square corner. Which of the triangles that we shaded in are
obtuse?
 Emily Pollpeter

A right triangle is a triangle with one right angle (square corner). Which of our triangles are
right triangles. Think that when we have a right angle, it will make a capital L shape (trace the
letter so students can see it).
Lets look at Activity 2 in your book. We need to classify each of these triangles into the correct
categories.
Before I let you work, how do we write triangle names?
We will draw a small triangle and then list each of the points. For example, what would the
name of the first triangle look like? (RST)
You will have several minutes to work independently to figure out which triangles are acute,
right, and obtuse.
I highly encourage you to connect the lines in the triangles to see if they are smaller than, larger
than, or exactly a right angle. When you figure out what it is, draw an X through it so you know
you have already figured it out.
Please flip to page 558 in your book now and look at #11. Have a student read the problem
aloud.
We need to draw a line segment from point M to point P. Draw a line from M to P. Now I have
two triangles. Highlight the two triangles in different colors. What types of triangles do we have
now? Talk with the people around you to figure it out.
Give students a few minutes to discuss what they think each triangle is. What type of triangles
did you decide that these are? How did you decide?
Yes, we can see that point N and Q are right corners so we know that these are right triangles.

Closure:
You will now have the rest of the time to start your math homework. Please complete page 559
#2-5 and page 560 #1-6 skip #4.
If you want to work through any more problems, I will be at the circle table.
You can use the chart on page 556 to help you remember the rules for triangles.

Assessment:
Students will be assessed through the completion and content of the homework they will turn in.
Students will also be assessed through the monitoring of their participation.

Accommodations and Enrichment:

Students who need accommodation will be able to receive small group help/reteaching during
homework time. Students will also be given more one-on-one discussion during work time
throughout the instruction.
Students who need enrichment will be asked to either complete the Personal Math Trainer lesson
which works students through application questions based off of the material covered in class or
they will be asked to draw their own triangles for Ms. Pollpeter to classify.