Angles Everywhere

Designed by: Emily Herbig      School: Meadowfield Elementary

Grade Level: 1       Subject: Math

Lesson/Unit Title: Classifying and Searching for Acute, Right, and Obtuse 

Core Curriculum Objective(s) 
Classify angles as acute, right, or obtuse (1ME7-1); South Carolina Standard: V.B.). 

Also, identify and describe examples of geometric figures in the world (1GS1-6); South Carolina Standard: IV.G.1).

Overview:
By using geoboards, the teacher will introduce the students to the right, acute, and obtuse angles. Students will use their learned knowledge to find, identify, describe, and classify angles in everyday objects, alphabet letters, and other objects and artwork from the Internet. Also, children will use geoboards to create designs with angles and then identify and classify angles in each other's designs. As a culminating activity, children will classify angles as right, acute, and obtuse using a teacher designed assessment. As a culminating class project, students will design original artwork, using a variety of materials, containing right, acute, and/or obtuse angles, and work will be displayed in a class chart on the website.

Focus/Essential Question(s):
 How do we decide what names to give and in what group to put figures that are created when two lines touch each other and when the figures look very different? When you look at the objects around you, what other kinds of figures can you find that help make up that object? How can you help me understand the kinds of figures you find in the objects around you?

Time Frame: 
Three-Four 1 hour periods

Resources/Materials:

Period 1

For the teacher:

3 geoboards

6 rubber bands

Dry erase board/Chalkboard

Dry erase marker/Chalk

A, B, See! By Tana Hoban

A-Z letter cards- The teacher should write each letter or print out letters from Word using the standard handwriting format. Back each letter with a construction paper mat, laminate the letter card, and put magnetic strips on the back of each card. Note: You will need to make 2 A, 2 K, 2 R, 2 X, and 2 Y letter cards.

Period 2

For the teacher:

The three geoboards with each of the three angles constructed on them (from Period 1 lesson)

The previously constructed A-Z letter chart (from Period 1)

Dry erase board and marker

Averkey

Computer

Television

Destination Computer (optional)

1 piece of butcher paper with a labeled chart on it (use the labels right, acute, and obtuse)

Graph mat (optional)

10-20 geoboards with right, obtuse, and acute angles already constructed on the geoboards

1 overhead copy of quiz (make sure that you cut out the angles before the lesson)

Overhead Projector

For each student:

1 geoboard and a Ziploc bag of rubber bands

2 copies of paper with a chart labeled acute, right, and obtuse

1 quiz- Teacher designed quiz- the teacher should draw 12 angles (4 right, 4 acute, and 4 obtuse angles) and place all 12 angles on 1 piece of paper for the students to cut out.

1 glue stick or bottle of glue

1 pair of scissors

A variety of art materials- ex: counting (Popsicle) sticks, pack of crayons, pack of markers, fabric scraps, yarn, paint, pipe cleaners, different colored pieces of construction paper, etc...

Periods 3-4

For the teacher:

1 overhead copy of quiz with angles correctly classified from the Period 2 lesson (used for review)

Overhead Projector

1 piece of butcher paper with a labeled chart on it with the labels right, acute, and obtuse

Graph mat (optional)

Camera (regular or digital)

For each student:

1 glue stick or bottle of glue

1 pair of scissors

1 Ziploc bag of materials- counting (Popsicle) sticks, pack of crayons, pack or markers, fabric scraps, yarn, paint, pipe cleaners, different colored pieces of construction paper

Culminating Assessment: 
The students will be graded based on the following rubrics:

Assessment 1- Rubric to assess identifying and describing examples of geometric figures in the world

The student locates an object in the room and correctly identifies, names, and describes an angle in the object (by pointing out the angle) = +

The student locates an object in the room and incorrectly identifies, names, and describes an angle in an object = a dot

Assessment 2- Rubric to assess classifying angles as right, acute or obtuse

The student correctly places an acute angle picture under the category labeled "acute" in the chart = 1 point X 4 angles = 4 possible points

The student correctly places an obtuse angle picture under the category labeled "obtuse" in the chart = 1 point X 4 angles = 4 possible points

The student correctly places a right angle picture under the category labeled "right" in the chart = 1 point X 4 angles = 4 possible points

TOTAL = 12 points so that

12/12 points to 11/12 points = +

10/12 points to 9/12 points = a check

9/12 points and below = a dot

Instructional Activities:

Period 1

1. The teacher will tell the students that they will be learning what an angle is, the names of the three main angles, what the 3 angles look like, and how to look at angles and put the angles in the three main angle categories. Also, the teacher will tell the students that they will be able to find and name angles in their everyday environment.

2. The teacher will explain that all angles are formed when two straight lines meet and touch at one end point. The teacher then will provide the students with examples of the right, acute, and obtuse angles.

3. The teacher will use a geoboard to construct a right angle, and he/she will explain that this figure is called a right angle. The teacher can help the children to visualize and remember a right angle by telling them to imagine that the angle is a person sitting on the floor with legs outstretched, where one line (the vertical line) of the angle is the person's back and the other line(the horizontal line) is the person's legs stretched straight out (teacher can demonstrate).

4. As a review, the teacher will ask the students to provide the name of the angle on the geoboard (right angle). Then he/she will place the geoboard on the chalkboard ledge.

5. The teacher will use another geoboard and two rubber bands to construct an acute angle, and he/she will explain that this figure is an acute angle. The teacher can help the children to visualize and remember an acute angle by telling them to imagine that the acute angle is a person still sitting down with outstretched legs except that the person is bending over at the waist trying to touch his/her toes (teacher should demonstrate).

6. As a review, the teacher will ask the students to provide the name of the angle on the geoboard (acute angle). The teacher will place this geoboard on the chalk ledge beside the right angle geoboard figure.

7. The teacher will use a third geoboard and two rubber bands to construct an obtuse angle. The teacher will explain that this figure is an obtuse angle. The teacher can help the student to visualize and remember the obtuse angle by telling the students to imagine the angle as a person in a recliner chair with the legs outstretched and the person leaning back in the recliner (teacher should demonstrate).

8. As a review, the teacher will ask the students to provide the name of the angle on the geoboard (obtuse angle). The teacher will place this geoboard on the chalk ledge next to the other two geoboards.

9. As a final review, the teacher will write the following names on the board: right, acute, and obtuse. Then, he/she will hold up each of the three geoboard figures and ask a student to place the geoboard angle on the chalk ledge underneath the correct angle name.

10. The teacher will then remind the students that they will be able to apply their new knowledge of right, acute, and obtuse angles by looking around the room and finding objects in the room that are made up of one or more of the angles that they just learned. The teacher will explain the first rubric to the children about correctly identifying and describing an angle found in a given object in the room. Before the children offer suggestions, the teacher will provide the children with an example and explanation of each of the three angles found in various objects in the room.

11. As each child locates and describes various angles in the room, the teacher and the class will discuss the angle, and the teacher will use the rubric to assess each child's response.

12. Following this activity, the teacher will share Tana Hoban's book A, B, See! with the students. The teacher will tell the students that they are going to be angle detectives and that their job will be not only to find a letter of the alphabet on each page of the book but also to find the angles in the various letters of the alphabet. Also, the teacher will tell the children that as they discuss each letter and the angle(s) in each letter, they will put each letter in one (or more) of the following angle categories or groups: right, acute, and/or obtuse.

13. The teacher will create a large chart on the board with the three angle categories. Also, the teacher will have created the letter cards A-Z backed with magnetic strips.

14. As the children decide which angles are found in the letters of the alphabet, the children will place the letter on the magnetic board under the correct angle category and will show the class where to find the angle within the letter.

Note: The following letters are right angle letters: E, F, H, I, K, L, T. The following letters are acute angle letters: A, K, M, N, R, V, W, X, Y, Z. The following letters are obtuse angle letters: A, K, R, X, Y. Also, note that the letters A, K, R, X, Y will fall into more than one category. A is acute and obtuse. K is right, acute, and obtuse. R is acute and obtuse. X is acute and obtuse. Y is acute and obtuse (when you arrive at these letters in the book, ask the children what other angles they can find in the letter). For those letters with no angles, place the letter cards off to the side of the board. (For a further extension or later lesson on categorizing information using Venn diagrams, take the information from the angle chart and create a Venn diagram).

*** You can also use the book The Greedy Triangle by Marilyn Burns to locate angles within shapes.

Period 2

1. The teacher will review the different types of angles by holding up each geoboard from the previous day and asking the children to classify the angle as right, acute, or obtuse on a chart on the board (see previous day's activity). Also, the teacher will review the previous day's angle chart of alphabet letters.

2. Then, the teacher will tell the students that the class will use the Internet to look at various real life objects and artwork to find the three angles about which they have learned.

3. The teacher will use either a destination computer or the Averkey to connect the computer to a wider television screen for whole group instruction (see your Information Technology Specialist to obtain necessary equipment).

4. The teacher will go to the site http://www.kalama.doe.hawaii.edu to look at pictures of a Hawaiian figure, tree, and farmhouse. While viewing each picture, the teacher will call on a student to use the mouse to outline (trace) and identify an angle (s) in each picture.

5. Then, the teacher will write the name of the picture in an angle chart under the appropriate angle category as instructed by the student.

6. The teacher will go to http://www.earthmeasure.com/Designs/landscaping and enlarge the Sun arrow and Direction Finder graphics. Again, the students will identify and classify the pictures in the class angle chart.

7. Then, the teacher will go to http://www.artnet.com and http://geom.umn.edu/graphics/pix/General_Interest/Digital_Art/sulliva to view various pictures of artwork and to identify and classify angles within the art under the correct angle category in the class chart (note: make sure art is appropriate for this age level).

**** Also, teachers can go to http://www.askjeeves.com and ask the question "Where can I view art from museums?"and the teacher can connect to various museums around the world to view artwork that contains various angles.

8. After viewing and discussing angles found on the Internet, the teacher will tell the students that they will play the game "Find my angles" with a partner. Each student will be given a geoboard, rubber bands, and a chart with labels acute, right , and obtuse. Both children have 5 minutes to create a figure or design with one or more angles. Then, each child has 5 minutes to find and classify all the angles in his/her partner's design. The partner will confirm his/her partner's response. Then, the other partner has 5 minutes to identify and classify all angles in his/her partner's design. As each child classifies an angle as right, acute, or obtuse, he/she should place a tally mark in the appropriate category in the chart.

9. While the students engage in this activity, the teacher will circulate to make sure that children are correctly classifying angles and will provide extra assistance and enrichment as needed.

10. After this exercise, children will report to the class how many right, acute, and obtuse angles were found (good extension or later lesson: take tally information and make a picture graph and bar graph using the labels acute, right, and obtuse angles).

11. After the children share how many angles they found, the teacher will inform the children that they will be given a quiz on classifying right, acute, and obtuse angles, but first, they will review the three angles.

12. The teacher will transition the children to a "carpet area." Using butcher paper or a graph mat on the floor, the teacher will place the labels right, acute, and obtuse at the top of the paper or mat.

13. Then, the teacher will use 10-20 geoboards with right, acute, and obtuse angles already constructed on them. The teacher will hold up each geoboard, and a child will name the angle and place the geoboard on the paper or mat under the correct angle category.

14. After all the geoboards have been classified, the teacher can further extend the lesson by asking word problem questions such as "Which angle was the most common? The least common? Did we have more acute than right angles? Did we have less right than obtuse angles?"

15. Then, the teacher will ask the children if they have any questions about classifying right, acute, and obtuse angles.

16. After answering questions, then, the teacher will explain rubric number two, and pass out the pictures of the various angles and the chart with the three angle labels. Each child will need to cut out each picture and paste it under the correct heading of acute, obtuse, or right angle.

17. As the students finish the assessment, they can begin their angle designs. Each child will be given wooden counting sticks, crayons, markers, fabric scraps, yarn, pipe cleaners, construction paper, etc.... Each child should create three different designs: one with a right angle, one with an acute angle, one with an obtuse angle, or the child can create one design including all three angles.

18. After all students have finished the quiz, the teacher will instruct those children who have begun their angle designs to put away their materials and to place any designs on a designated table so that they can return to their projects the next day. The teacher will use the overhead and overhead cut outs of the angles (from the quiz), and the students will help the teacher classify the angles in an overhead chart.

Periods 3-4

1. The teacher will review the overhead quiz chart constructed at the end of Period 2.

2. The children will begin and/or continue with their angle designs from Period 2.

3. As a culminating review project, after all children finish their angle designs, the class will work together to classify each child's design in a class chart on butcher paper or on a graph mat on the floor.

4. After all designs have been correctly classified, the teacher will take a picture of each design, scan in each picture on the school website, and then use the pictures to create a class chart on the website.