# This lesson on angles integrates science, social studies, and art

Subjects:

Art, Math, Science, Social Studies

3

Title – Angles
By – Dusty Sanamo
Subject – Math, Science, Social Studies, Art
Length: 50 minutes

Objective:
1.) The student should be able to classify angles of a polygon as greater than, less
than, or equal to a right angle. (Application)

Set Induction:
The teacher will begin the lesson by giving each student a blank sheet of paper. The teacher will tell the students to fold their paper in half. She will demonstrate to the students how to fold their paper. The students will be instructed to fold their paper in half again. The teacher will again model. The teacher will point to the corner of the folded paper. She will explain to the students that this is a right angle. The teacher will state that today they students are going to learn about angles.

Activities / Content:
1a.) The teacher will place a polygon on the chalkboard. (Appendix A) she will explain that the corners of polygons are angles. The teacher will place her folded paper on top of angle A. She will state that the right angle on her paper matches
angle A; therefore, angle A is a right angle. The teacher will then place her folded paper on angle B. She will state that the right angle on her paper is smaller than angle B; therefore, angle B is greater than a right angle. The teacher will place her folded paper on angle C. The students will be asked, “Is angle C greater than or less than the right angle on the folded paper?” ( Student response : It is less than. ) The teacher will state that angle C is less than a right angle. She will place another polygon on the chalkboard. (Appendix B) The teacher will repeat the same process with this polygon that she did with the previous polygon. She will explain to the students that they just classified the angles of a polygon as greater than, less than, or equal to a right angle.

1b.) The teacher will arrange the students into groups of two. Each group will receive a paper bag with four polygons and a worksheet. (Appendix C) The students will pick a polygon out of the out of the paper bag. They will classify the specified angles of each polygon and write their answers on the worksheet. The teacher will instruct the students that they may use their folded paper to classify the angles. She will monitor. The teacher will randomly call on students to reveal their answers. The students will break up from their groups.

1c.) Each student will be given a worksheet. ( Appendix D) The students will decide if the angles of the polygons are greater than, less than, or equal to a right angle. The teacher will state that the students may use their folded paper to classify the angles. The teacher will monitor. She will randomly call on students to go to the chalkboard to write their answers.

Evaluation:
The teacher will give each student a blank sheet of paper. Using their folded paper, the students will find at least 3 objects in the classroom, and they will classify the angles of their objects as greater than, less than, or equal to a right angle. They will write the name of the object and their answers on the blank sheet of paper. The teacher will monitor.

Closure:
The teacher will end the lesson by asking the students to think about objects at home in which they can classify the object’s angles as greater than, less than, or equal to a right angle. She will randomly call on students to reveal their ideas.

Materials:
Classroom standards
Appendices A-D
Blank sheets of paper
Bags of four polygons (1 bag per group)

References:
Mathworks. (1997). Grades K-8. Standard: Geo-7 page 22
Eicholz, O’Daffer, Fleenor, Young, Charles, and Barnett. Addison – Wesley
Mathematics. Addison Wesley Publishing Company. Menlo Park, California, 1991.

Integration:
Science:
During a science lesson about stars, the students can observe constellations in an astronomy book. This can be integrated with a math lesson on angles because the students can use the constellations that form polygons to classify their angles as greater than, less than, or equal to a right angle. Accommodation: The learning disabled student will be placed with a partner for this activity.

Social Studies
During a social studies lesson about sign in our community, the teacher can integrate this lesson with a math lesson on angles. Using the signs in our community, the students can classify the angles of the signs as greater than, less than, or equal to a right angle. The teacher can have actual signs from the community in the class. The teacher may also take the class for a field trip in the community and measure the angles of the signs. The following are a few examples of signs in our community that can be used for the lesson. Accommodations: The learning disabled child will have more time to measure the street signs than the other students.

Accommodations

In the following activities the learning disabled student will:
1a.) be seated by a student that is advanced in math in case he / she gets confused, someone is sitting by him / her to help.
1b.) be closely monitored by the teacher. She will check in with his / her group frequently to be sure he / she is progressing.
1c.) have extra time to complete the worksheet. He / she will also have to do only 6 of the 9 problems.

Evaluation: have to only find one object in the room instead of three. The teacher will tell him / her an example before he / she begins.

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