1

Aspen Haderlie
SPED 392 April 2018 4th Grade

Introduction to Basic
Geometry

Table of Contents

Unit of Study Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

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Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Pre-Assessment Sample Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Pre-Assessment Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Lesson 1 (Concepts of Angles) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Lesson 1 Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 1 Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Insert)

Lesson 2 (Measuring Angles) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Lesson 2 Sample Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson 2 Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Lesson 3 (Measure and Draw) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Lesson 3 Sample Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson 3 Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Post Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Post Assessment Sample Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Post Assessment Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Overall Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

This document has all the parts that I wrote, but I have turned in the
complete hardcopy of the document to Mr. Christopherson’s box in
Mrs. Reed’s office. The binder includes all of the work that the students
did and is the final product.
--Aspen
Unit of Study

The big picture is to understand basic geometric terms and understand concepts of angles and
angle measurement.

2/20/2018 - Pre-assessment
2/22/2018 - Lesson 1, identifying points, lines, line segments, rays, and angle classifications.
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2/27/2018 - Lesson 2, finding unknown angles through measuring, addition, and subtraction.
3/1/2018 - Lesson 3, being able to use protractors and rulers appropriately when measuring.
3/6/2018 - Post Assessment

After the pre-assessment, we determined that we needed to start at the beginning of the unit.
Then move to the beginning of degrees and measurements of angles. We then will move on
how to use angles to determine the measurements of other angles. Then onto being able to use
rulers and protractors appropriately to measure and draw angles and lines.

What are you teaching?

Lesson 1: Students will be able to identify points, lines, rays, line segments, and
classifying angles as obtuse, acute, right, or straight and find the measure of an angle
that turns through a fraction of a circle.
- 4.G.A.1 - Draw points, lines, line segments, rays, angles, (right, acute, obtuse,)
- 4.MD.C.5 - Recognize angles as geometric shapes that are formed whenever
two rays share a common endpoint. And understand concepts of angle
measurement.
Lesson 2: Students will be able to measure unknown angles as well as add/subtract to
solve unknown angle measures.
- 4.MD.C. 5 Recognize angles as geometric shapes that are formed whenever
two rays share a common endpoint. And understand concepts of angle
measurement.
- 4.MD.C.7 Recognize angles measures as additive. Solve addition and
subtraction problems to find unknown angles.
Lesson 3: Students will be able to demonstrate appropriate use of a protractor and a
ruler to measure lines and angles
- 4.MC.C.6 Measure angles in whole-number degrees using a protractor. Sketch
angles of specified measures.
- 4.MD.C.7 Recognize angles measures as additive. Solve addition and
subtraction problems to find unknown angles.

Why are you teaching it?

This material is what builds the foundation for geometry. Without understanding these
concepts, students will struggle to grasp other geometry concepts. Lines, points, rays,
segments, and angles make up all the other shapes and forms they will continue to use through
geometry. I want to make sure my students understand these basic concepts so they have the
foundation they need to be successful later on.

What information did you use to make your decision?

After the pre-assessment, it was determined that I needed to start at the beginning of the unit
with lines, points, rays, segments, and the basic types of angles (obtuse, acute, right, straight).
There were students who knew some of the terms or showed that they understood part of the
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concept but not quite all of it. I wanted to make sure students understood the basics before
moving onto more complex aspects of angles. Then move onto introducing degrees and how
we use degrees to measure angles. I will introduce how to use other angles to find the
measurement of the missing angle. I will then move onto being able to use protractors and
rulers appropriately to measure angles and lines.

Pre- Assessment

Pre- Assessment Goal: The goal for the pre-assessment is to determine what the students know
in pertaining to basic geometry. Including points, lines, rays, line segments, types of angles, and
how to find the measurements of angles using other angles or protractors. Since this was my
first time working with these students on anything geometry related I tried to make sure my
pre-assessment spanned from the material at the beginning of the unit all the way through to
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material at the end of the unit. My pre-assessment consisted of a worksheet the students
completed along with an activity.

Reliability, Validity, and Bias: I believe the pre-assessment was pretty reliable and unbiased.
Each student was given the pre-assessment at the same time and given the same amount of
time to complete it. We were in the back of the classroom on some bleachers so when I gave
the students the worksheet, they all turned around to use the seats as a table to write. This put
them all very close to one another. There were a couple times I had to remind them to do their
own work because someone was talking out loud, they went to ask a peer a question, or you
could tell they were trying to see what someone else was doing. That being said, our pre-
assessment might not be as reliable as it could have been had they been at their own desks.

Administration Conditions: The pre-assessment was scheduled for 2/20//2018 and we had
between the time of 8:35-9:10. I handed out the worksheet to all of our students at the same
time and had them begin working on it. The students were all very close to one another and I
wished we had spread them out, or even had them go sit at their desks to complete the
worksheets. Due to time I had to cut some students short in completing the written part of the
assessment and move onto the second part. For the second part, I asked them to show me with
their arms what different types of angles looked like. To keep them from looking at others, I
had them close their eyes. If I could do the pre-assessment again I would give the students
more time to complete the write part of the assessment. Most students weren’t able to
complete the pre-assessment and in turn missed out on being able to gather that data. I didn’t
know if those students knew that material or not.

Reflection: There were definitely parts of the reassessment I would do again if I could. To start
off, I would have had the students return to their desks to complete the pre-assessment rather
than have them stay where they were. This would have eliminated some of the opportunity for
students to look at what their neighbors were doing, ask their peers questions, and talk about
the problems they were doing. On our written part of the assessment I asked students to draw
and describe the different types of angles. If I were to do it again, I probably would have had
them draw and then match a definition. Since I asked them to describe I got a wide variety of
different things to define what an angle is, I would have preferred to see if they could draw and
then match a definition that went with what they drew. One of the questions on the pre-
assessment was to identify the following angle as acute, right, or obtuse. We had a picture of a
slice of pizza. All the angles on this pizza are acute, but I can see how one of them may appear
as a right angle. As I look back now, it was a poor question. I should have reworded the
question so it wasn’t as confusion or chose an image that had easier angles to distinguish.
Pre-Assessment Results
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# Correct Per Question

6

0
#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20

# Correct By Student
9

0
Elisabeth Madilyn Sonnie Aaliya Davey Anika

Range of Scores: Scores range from getting 4 correct to getting 10 correct

Mean: The average of number of answers correct is 7.
Median: When arranged lowest to highest the median is 7.5
Mode: The most reoccurring score was 8 answers correct.

Topic: Concepts of Angles – Lesson 1

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Grade Level: 4th

Standard: 4.G.A.1 – draw points, lines, line segments, ray, angles, (right, acute, obtuse)
4.MD.C.5 – Recognize angles as geometric shapes that are formed wherever two
rays share a common endpoint, and understand concepts of angle measurement.

Objective: Students will be able to identify points, lines, rays, line segments, classify angles as
obtuse, acute, right, and straight; as well as find the measure of an angle that turns through a
fraction of a circle.

Vocab and Definitions:

Point: is an exact position
Line: a straight path of points that goes forever in opposite directions
Ray: think of it as a ray of sunlight. Part of a line that has one end point and continues on
forever in one direction.
Line segment: Part of a line with two end points.
Right angle: an angle that forms a square corner and measures 90 degrees
Acute angle: angle that is open less than a right angle and is less than 90 degrees.
Obtuse Angle: angle that is open more than a right angle and is bigger than 90 degrees.
Straight angle: angle that forms a straight line and measures 180.

Materials Needed:
o Whiteboard and marker for teacher
o Teacher’s premade foldable for each student
o Students need writing utensil.

Differentiation/Accommodations:
- I have several boys in my group and I wanted to make sure I did something that would get
their attention, so they didn’t become a problem.
- Every student needed to start at square one in the lesson

Instruction:
- We each are going to make our won foldable – Show sample.
Hand out premade foldable *Example included
- As we go through and learn about each of our new vocab words we will make a foldable with
the word, a definition, and a picture. Refer to the example

Point: an exact position

Line: a straight path of points that goes forever in opposite directions
Ray: think of it as a ray of sunlight. Part of a line that has one end point and continues on
forever in one direction.
Line segment: Part of a line with two end points.
Right angle: an angle that forms a square corner and measures 90 degrees
Acute angle: angle that is open less than a right angle and is less than 90 degrees.
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Obtuse Angle: angle that is open more than a right angle and is bigger than 90 degrees.
Straight angle: angle that forms a straight line and measures 180.

** As we got through the different terms explain and answer questions they have about the
terms. Be sure to point out the importance of the arrows and points in lines, rays, and line
segments. Points mean they stop, arrows mean they continue on in that direction.
** Before starting angles – ask what would happen if you drew 2 rays that shared an endpoint.
Draw an example so they can see that 2 rays that share an endpoint create an angle.

- Now that we know the different types of angles – lets learn about degrees, which can tell us
how big angles are
- Do I have anyone who skis or snowboards?
- What happens when someone does a 360? “turn a complete circle”
- Can you show me a 360? *Have them stand and jump or spin 360 deg
- So, tell me if this is right – if I turn all the way around, I’ve turned 360 degrees? Is that what you
are telling me?
- So, what if I only turn half way around? How many degrees would half of a circle be if a full
circle is 360 degrees?
** If students aren’t getting the correct answer – walkthrough how to get the correct
answer with them. We want to divide the circle into two pieces. So divide 360 by 2. Half
of 360 is 180.
- What if I turn a quarter or ¼ of the way around? How many degrees do you think that is? How
do you think we can find out? Walk through steps with students
- It’s 90 degrees! Wait a second – what type of angle is 90 degrees? (right angle)
- If ¼ of a circle is 90 degrees – how many right angles fit inside of a circle? (4)

Assessment:
Simon Says: (make sure you leave at least 5 minutes for this)
 The teacher starts out as Simon. Teacher is also the judge
 Walk through and demonstrate the point (a fist in front of you), line (arms stretched out
to the side pointing in opposite directions), line segment (arms out to the side with
fists), ray (one fist in front of your chest with one arm out pointing in a direction
 For angles – use arms as the rays and head as vertex - obtuse angle, right angle, acute
angle, straight angle.
 Turn 360 degrees, 180 degrees, 90 degrees, (jump or spin a full, half, or quarter circle)

Closing:
Now we know the different parts that make up an angle, we know how many degrees are in a
circle, and how the measurement of the angle determines the type of angle, we are ready to
learn more about how to find the angles of other measurements.

Lesson 1 Reflection:
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For the most part I felt that this lesson went pretty well. The students were excited when I said
we were going to go to the gym. When we got to the gym, I told the students we had learn a
few things in order to be able to play a game at the end. I was hoping that comment would act
as motivation for the students to pay attention through the learning and note taking. I was
pleased to see that it had the effect I wanted. I only had to redirect student’s attention a couple
times. I decided to make one with the students, so they could see where to place the term,
definitions, and drawing. The thing that didn’t work well about this was my example was small
and hard for some students to see. I should have brought a whiteboard so that I could draw on
the whiteboard making it big enough for everyone to see.

I let students sit next to who they wanted on the circle in the middle of the gym. While the
students were for the most part very good, there were two students that seemed to egg each
other on throughout the lesson. There was also another set of students that were pretty chatty.
I used this information to guide the way I split up groups for my second lesson.

Students seemed to really enjoy playing Simon Says. It provided the physical outlet the boys
needed while not being too much for the girls. I really enjoyed playing it with them, and the
students were all smiling and laughing when it was time to leave. I think being able to engage
students in a game-like activity that enforces the content is great way to help students
remember the information.

Lesson 2
Topic Measuring Angles with Unit Angles, Adding and Subtracting Angle Measurements
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Grade level: 4th

Standards: 4.MD.C. – Recognize angles as geometric shapes that are formed wherever two rays
share a common endpoint, and understand concepts of angle measurement
4.MD.C.7 - Recognize angle measures as additive. When an angle is decomposed
into non-overlapping parts, the angles measure of the whole is the sum of the angle
measure of the part. Solve addition and subtraction problems to find unknown angles
on a diagram in real world and mathematical problems.

Objective: Students will be able to use know angles measurements to measure unknown angles
and add/subtract to solve unknown angle measurements.

Materials: yarn, sticky notes, tape, worksheets

Differentiation/Accommodations:
- My groups were purposefully premade. I have some students who need a little extra help to
understand the material. I started by putting a student who showed confidence in the material
during Lesson 1, then placed student who I noticed needing a little extra help. I wanted to
make sure there was at least one student in a group who would be able to lead the group and
help those who weren’t understanding.
- I also used the information gathered during the pre-assessment and Lesson 1 to separate pairs
of students who were especially talkative or our boys who seemed to rile one another. I tried to
separate these students in hopes of having productive groups.
- During the independent practice, I was available to answer questions and help students along.
Particular attention being paid to Brookie who does understand the material, after additional
explanation.

Introduction:
Review right, acute, obtuse, straight line segment, straight line, point, ray,
· Give degrees for a right angle-90
· Give degrees for a straight line-180
· Explain if you divide the straight line in half you get two right angles. Right angles=90
· Explain that we will be learning how to measure unknown angles and how to add and
subtract angles to find missing angles.

Instruction:
Lay out a live size protractor for the students to use with number of degrees written on the
sticky notes between 0 degrees and 180 degrees (0, 30, 60, 90, 120, 150, 180)
Move the yarn to form an angle then ask the students what angle is this?
· 60
· 90
· 120
· 180
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Then add another string of yarn. Position the yarn to have one 90 degrees and another on 30
degrees. Explain to the students that there are to angles.
· Ask the students if they see the two angles, if not point out the two angles to them
· Label the angles A and B
· Ask the students how many degrees is angle “A’ (30)
· Ask the students to look at angle “B”
· Explain to the students if angle “B” has rays on 90 and 30 we need to find what the
difference between 90 and 30.
· Ask the students “What is 90-30?” (60)
· “How would we check to make sure 60 degrees is correct?”
Move the yarn to 180 and the other on to 60. Follow the same process as before.

Group 1 Group 2 Group 3 Group 4

Marie Davy (David) Mica Madi (Madilyn)

Sonnie Elisabeth Anika Owen

Brookie (Brooklyn) Sophia Aailyah

Independent Practice/Assessment:
Handout a worksheet “Determining Angles with Protractors”
· Explain what the students need to do – Start on the side Titled “Finding Missing Angle”
· Do the first one with the students – let them continue working on worksheet as teachers
walk around helping and answering question.
· When students are done, check their answers and have them go back and fix mistakes.

Fast finishers can start on the other side with the protractors.

Closing: Ask the students what they learned today.

Lesson 2 Reflection:
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I felt as if groups worked pretty well for the most part. My group of 2 students didn’t seem to
get along very well together and complained about who they were partnered up with when
they learned their groups. While watching them work together, they didn’t really work
together. One would complete the task one time, then another the next time. It wasn’t until I
started prompting them to do it together that they started working on the same task at a time.
We placed tape down on the ground and each group had their own life-sized protractor on the
ground to work with. If I were to do it again I would clear a space at the front of the classroom
so that groups were closer together, and closer to the board. It would make it easier to get all
the student’s attention, and easier to make sure they were all following along on the board. The
groups in the back of the room were easily getting off track and kind of doing their own thing. I
was constantly reminding them to pay attention. I liked the worksheet I found from
www.CommonCoreSheets.com on finding missing angles, and I liked being able to have
students explain their though process when they were struggling. It made it easier to get inside
their heads and see what they were thinking. I do wish I had asked them to show their work.
Students who did it all in their head, it was hard to see where their mistake was when they got
something wrong.

Lesson 3
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Understand How to Measure and Draw Angles

Standards: 4.MC.C.6 – Measure angles in whole-number degrees using a protractor. Sketch

angles of specified measures.

Objective: Students will be able to understand when it is appropriate use a protractor and a
ruler and be able to accurately measure lines and angles

Materials: cut-out protractor, rulers, paper, whiteboards

Differentiation/Accommodations:
- With my little girl who always seems to need just a little more help before she understands
the concept, I made sure to stay close by so I could see when she was struggling. Sometimes all
it takes is just a little bit more of an explanation.

Review/ build upon

Students need their whiteboards
 Draw <ABC being around 100 degrees and then <DBC being about 60 degrees. Make
sure to label them. Explain to students that we use letters to name our angles. The
middle letter will always be our vertex.
o As you ask the following question - point out the angles on the board as you say
them. “If < ABC is 100 degrees, and <DBC is 60 degrees, how much does <ABD
equal? (40degrees)
 Repeat again with another angle. < DFG = 90 degrees, <EFD = 55 degrees what does
<EFD =? (145)
 If the angles are the same, we can divide the total number of degrees by how many
angles there are to figure out how much each angle measures.

Now that we know how to find the measure of some angles by using other angles we already
know, and we know how to divide to find how many degrees an angle is, let’s learn how to
measure angles with our protractor.

Instruction: Ruler vs. Protractor

Explain how rulers are to measure straight edges and protractors are used to measure angles.
Go over basics of ruler and explain how to use protractor. Since there are two rows of angles
we want to start at zero and move up.

Give scenarios
o If I want to measure how long a piece of paper what would I use?
o If I want to see how wide a piece of pizza is?
o If I want to measure the length of a television?
o If I want to measure how steep a slide was?
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Independent Practice:
Hand out the names of the students with their name pre-written on the piece of paper. Have 5
lines and angles labeled for the students to measure. This will allow the students to determine
whether they will measure using a ruler or protractor. The students will write down their
measurements.

Review
Start going over the review with them.

Lesson 3 Reflection:
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I was impressed with how much the students remembered from what we had learned the
lesson before about using known angle measurements to find the measurement of missing
angles. When I added the information about how to label angles using letters, they picked up
on it quickly. I felt as if it was a good way to review information from last time while adding
some new information as well. All of the students were really excited when we started passing
out papers that had their name on them. The problem I ran into came mostly from poor
equipment. I had found a printout of a protractor and had cut those out for the students to use.
The quality wasn’t the sharpest and for students who aren’t familiar with protractors it was a
little difficult for them to read the measurements. Since the protractors were paper and not
see-through the students weren’t always able see the lines they were supposed to be
measuring. If I were to do it again I would have spent the time to find some clear protractors
with easy to see measurements.

Post Assessment
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Post assessment Goal: The goal of the post assessment was to identify what students did and
did not learn over the period of the test and how much growth took place. I can use the data
received to determine if any of the subject matter needs to be retaught, and who could use
some additional instruction on the material.

Reliability, Validity and Bias: I feel like the post-assessment was over all better than our pre-
assessment. I had students all sit at their own desks which helped in keeping students from
talking to one another. The same test was given to the students at the same time, and they
were allowed pretty much the entire 45 minutes to complete it. I believe the post-assessment
itself could be considered reliable and valid.

Administration Conditions: Our post-assessment was schedules for 3/6/2018from 8:35 – 9:10.
I started by handing each student worksheet part of the assessment. I ended up adding the
review that their teacher had asked they complete. I liked the way the review covered the
information and figured it would be a good addition to our post assessment. During the time,
the students were doing the worksheet portion of the assessment, I would pull a student one
by one to the back of the room where I would say different angles and they would show me
with their hands what those angles looked like.

Reflection: I felt it went very well. Students sat down and worked on their worksheets,
everyone completed both sheets, as well as completed the demonstration section with me in
the back of the room. When the students were done I took them out in the hall and we played
Simon Says with the terms we had learned.

Post-Assessment Results
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# Correct by Student
9
8
7
6
5
4
3
2
1
0
Elisabeth Madilyn Sonnie Aaliya Davey Anika

Series1 Series2

#Correct By Question
7
6
5
4
3
2
1
0
#13 #14 #15 #16 #17 #18 #19 #20

Series1 Series2

Range of scores: scores range from 5 to all 8 correct.

Mean: The average of the post assessment scores were 6.3 correct
Median: When lines up least to greatest the median is 6
Mode: There wasn’t a single mode. It was a tie between. 5,6, and 8

Overall Reflection
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Overall, I really enjoyed my time with these students. I was excited to hear that I would be
working with 4th graders. I have worked with 4th graders before and I honestly don’t know how
well I would handle students any younger. I was excited to see that some students had a little
bit of knowledge about angles, but I was also excited to get to teach those students who didn’t
something new.

For the most part I think the students did a great job in learning the material and showing that
through their post assessments. I know I am a SPED Major but differentiating instruction for
large groups is still something I find a little difficult. I find it much easier to work with one or
two students at a time, focusing on what they need and moving on from there. You start adding
more students and I have to figure out a way to teach to all their different levels and I start
having more troubles.

I am grateful for the experience I had and for the lessons I learned. I hope that I can take the
skills I learned and put them in my teaching toolbox so that I can use them next time I have the
opportunity to work with and teach students.

Resource List
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Lesson 1
- Whiteboard and markers
- Pre-Folded Foldable for each student (12) – gives you one extra
- Students need Writing utensil

Lesson 2
- Yarn
- Sticky Notes
- Tape
- Worksheets

Lesson 3
-Protractors
- Rulers
- Paper worksheets
- Whiteboards

______________________________________________________________________________

References

Lesson 1
- Pinterest
- Teacher Curriculum Book Topic 15 Geometric Measurement: Understand Concepts of
Angles and Angle Measurement
- Common Core State Standards

Lesson 2
- Pinterest
- Teacher Curriculum Book Topic 15 Geometric Measurement: Understand Concepts of
Angles and Angle Measurement
- Common Core State Standards
- www.CommonCoreSheets.com

Lesson 3
- Pinterest
- Teacher Curriculum Book Topic 15 Geometric Measurement: Understand Concepts of
Angles and Angle Measurement
- Common Core State Standards