Department of Teacher Education

Primary/Junior/Intermediate Planning Template

Consecutive and Concurrent

Teacher Candidate:

Grade(s): 5 Date(s): November 27, 2018 Duration: 60 minutes Lesson Topic/Title: No Pegs Allowed

Subject(s): Mathematics Strand(s): Geometry and Spatial Sense

RATIONALE: Why am I teaching this lesson?

The purpose of teaching the lesson is for students to classify triangles by considering their angles and side lengths.

CONTENT STANDARDS & PERFORMANCE STANDARDS: What are students expected to learn? Which Achievement Chart Category(ies) will be
addressed?
Overall Expectation(s): Specific Expectation(s): Achievement Chart Category(ies): K T C A

By the end of Grade 5, students will:  identify and classify acute, right, Thinking:
 identify and classify two-dimensional obtuse, and straight angles (pg. 82) -students will be able to express the process of
shapes by side and angle properties, and  identify triangles (i.e., acute, right, identifying and classifying angles
compare and sort three-dimensional obtuse, scalene, isosceles, equilateral), -students will be able to express the process of
identifying triangles
figures (pg. 82) and classify them according to angle
-students will be able to justify and reason their
and side properties (pg. 82) plan to find the triangles.
Communication:
- students will be able to communicate what kind
of triangles they are making and what kind of
angles their triangles have
-students will be able to explain their process for
solving the problem in writing and orally

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 Mathematical Processes:
Problem Solving and Communication

ASSESSMENT: How will I know students are learning?

LEARNING GOAL(S) ASSESSMENT TASK /STRATEGY SUCCESS CRITERIA ASSESSMENT TOOL(S)

Describe the curriculum Describe what students will be Describe what successful Identify & create the tool to record
expectations & LSWH in student doing to address the learning attainment of the learning goal(s) & analyse information from the
friendly language goal(s) Specify the intended looks like for the assessment task task
Purpose and Nature of the task

LEARNING GOAL(S) I can… I will….

I can identify and classify acute, right, obtuse, and straight angles.
I can identify triangles, including acute, right, obtuse, scalene, isosceles, equilateral.
I can classify triangles according to angle and side properties.

ASSESSMENT TASK /STRATEGY Observation PURPOSE: For Learning NATURE: Formative

Students will be group problem-solving, completing a gallery walk and practicing the problem as they work on the task.

SUCCESS CRITERIA
I can solve a problem involving the identification of different angles.
I can solve a problem involving the identification of triangles.
I can use a triangle’s angles and side properties to classify it as an acute, right, obtuse, scalene, isosceles, or equilateral.

ASSESSMENT TOOL(S)
ASR Observation sheet for recording observations

PRIOR LEARNING Prior to this lesson, students will be able to…

-identify and compare different types of quadrilaterals and sort and classify them by their geometric properties.
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-identify benchmark angles (i.e., straight angle, right angle, half a right angle), using a reference tool.
-relate the names of the benchmark angles to their measures in degrees (e.g., a right angle is 90º).
MATERIALS / PREPARATION / SAFETY CONSIDERATION(S) FOR TEACHING What do I need to prepare before I begin the lesson?

Manipulatives: Geoboards and elastics

Key Vocabulary: base, angles, side length, obtuse, right, acute, straight, isosceles, equilateral, scalene, congruent
Materials: dot graph paper, paper, pencils, erasers, Smart Board and Internet, assistive technology

INSTRUCTIONAL TRAJECTORY: How will instruction be organized for learning?

CONNECTED QUESTIONS
To probe more deeply into students’ thinking
To encourage students to take risks
To build on students’ responses
MINDS ON (10 Minutes) Establishing a positive learning environment Connection to prior Questions:
learning and/or experiences. Setting the context for learning.
-Who can tell me any types of triangles?
Students must be sitting quietly and attentively on the carpet before lesson begins.
-What is one way we know what type of
Teacher reads the storybook, “Sir Cumference” and pauses throughout to ask questions about the triangle we see?
angles presented in the book.
-What did you notice about the angles in the
story?

-What is different about the angles in the

Before reading the storybook, the teacher asks some questions to get the students to start story?
thinking about the lesson and directs students to Think/Pair/Share their answers before
returning the discussion back to the group:
-Who can remember any different types of triangles and how we know a triangle is that type?
-Who can remember any different types of angles and how we know an angle is that type?
After the read-aloud, the teacher completes a quick review of properties of various types of
triangles (sides lengths, angle measures, symmetry). Review benchmark angles and their
measures.
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 -Can I have a someone re-state the problem in
Next, the teacher introduces the problem and helps students to understand the task: their own words?
Problem:
Students will work collaboratively and in small groups to solve the problem. They will have to -What is the question asking you to find out?
think about their strategies and the most efficient way to proceed.
-What do you already know?
Teacher informs the students that they will be working in groups to solve the problem.
-Have we ever solved a problem like this
Teacher presents the problem of the day: before?

Gigi was making triangles on a geoboard. She made the triangle shown and was surprised that -What information have you been given?
none of the geoboard’s pegs was inside her triangle. When she shared this information with the
teacher, the teacher suggested that she try to make more triangles with no pegs inside. How -Have you tried making a guess?
many different triangles can Gigi make with no pegs inside?
-How do you interpret the information given
in the problem?

-How would you explain what you know right

now?

Teacher asks individual student to read the problem aloud.

Teacher asks individual student to restate the problem in their own words to check for
understanding.

Teacher reviews with students on the carpet expectations for group problem solving – effective -Can someone name me a success criterion for
listening skills, expectations for completed work, & what will be assessed during the “action” effective listening?” [Listen for turning body,
phase – the importance of justifying & defending your solution & re-stating your thinking understand, asking questions, summarizing,
restating.]
Remind students:

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-they can use any of the math tools & material we have in the classroom including geo boards and
dot graph paper.
-they need to be prepared to explain and share their thinking.

Teacher reviews success criteria for effective listening that were previously co-developed.
Teacher reminds students of these, re-voicing what students have said and including any they
have missed. Highlight – turning to face team members, discussing, listening, summarizing,
asking appropriate questions and restating.

ACTION (40 minutes) Introducing new learning or extending/reinforcing prior learning Questions:
Providing opportunities for practice and application of learning
-Did you re-read the question?
Students work in small groups to complete the problem (dyads or triads).
-What do you already know?
Once students have completed reviewing the question with the teacher and the class, they will be
placed in to their problem-solving groups. -What are you trying to find out?

Encourage students to ask their group members questions before they ask the teacher. Working in -What is your first step? Next step?
groups and review the question the teacher will circulate in the classroom and observe students to
see if they are reinforcing prior learning and/or using new material that they have learned to solve -Which mathematical concepts can you use?
the problem.
-How did you begin to think about the
Use ASR observation sheet to record strategies used by the groups and ask questions to: problem?
• prompt (provide hints)
• encourage them to test their ideas -How can you organize and record your
• extend their thinking information?
as they work on the problem ….
-How do you know if you have determined the
Students will demonstrate their understanding of the math concepts and problem-solving by
constructing and recording different types of triangles with no pegs in the middle. correct number of triangles?

One misconception a student might have is constructing a congruent triangle on another area of -Is there another way you can solve the
the 5x5 grid. This will lead to a higher number of triangle possibilities. problem?

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Hints that can be provided included trying different sizes for the base and side length of triangles. -Did drawing the triangles help you solve the
Another hint is trying triangles with different sizes of angles. problem? Why or why not?

The teacher can encourage students to test their ideas by recording the base, length, and angles of -Did any other groups get a different answer?
their constructed triangles.

The teacher will extend their thinking by asking:

If you were given a 10x10 geoboard, how many triangles can you make with 1 peg inside and
with no pegs inside? Classify triangles made according to angle and side length.

An adaptation can be reducing the geoboard size to 4x4 or 3x3.

CONSOLIDATION AND CONNECTION (10 minutes) Helping students demonstrate what they Questions:
have learned. Providing opportunities for consolidation and reflection. Providing home
connections where appropriate. -How did you know you weren’t repeating any
triangles?
Once students have completed the problem solving in their groups the students return to the and
discuss the problem. -Would you please explain the strategy you
used in your own words?
Teacher leads a discussion that encourages students to talk about the problem and their solutions
to the problem. -Can you convince the class that this strategy
makes sense?
Once the teacher hears some feedback the teacher instructs the students to do a gallery walk
(students will walk around the class and review each group’s problem solving). Each group will
-How can you break the problem down to
be provided with post-it notes which will be used to provide constructive feedback and
suggestions to improve their math thinking and math representations. Review criteria for make your explanation easier to understand?
constructive, specific feedback (how to make it better):
• what was done well/is correct -Can you explain your thinking again?
• what you don’t understand
• what is not clear -Is there a more efficient strategy that could
• alternate representations have been used?

-Anyone disagree with that?

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Once students are done with the gallery walk, they go back to their own group and review -Can anyone add to what _______ just said?
comments that were given by their peer groups. Each group has the option to use the feedback
given or leave their problem representation as it is. -Why is feedback from your peers important?
-How do you think the gallery walk is
Reinforce effective listening and feedback observed. beneficial to the understanding of various
Once students have reviewed feedback and/or revised their solution, students return to the carpet. problem-solving strategies?
The teacher will choose 3 groups that used a different problem-solving strategy (presenting the
-How does the gallery walk maximize your
strategies from simple to complex and from concrete to abstract), as noted in the ASR
learning?
Observation for learning assessment tool.

Group Sharing Strategies:

1. Simple – geoboards, elastics, recording of triangles

2. More complex-
3. Most complex-

During the presentations of the problem-solving strategies, the teacher and students will be
given the opportunity to give feedback and ask questions. This also gives the teacher the
opportunity to explain strategies and explain student work as appropriate based on the
following:

One misconception a student might have is constructing a congruent triangle on another area of
the 5x5 grid. This will lead to a higher number of triangle possibilities.

One connection and important idea to highlight among strategies might be using base and side
length to identify triangles.

Assign independent Practice Problem(s):