# Here’s a lesson on right, acute, and obtuse angles

Subject:

Math

6

Title – Angles
By – Chonna Parker
Subject – Math
I. The concept to be taught is right, acute and obtuse angles.

II. Alabama Course of Study – 6th Grade – Geometry: Geometric Figures, Congruence, Similarity, and Symmetry, Combining and Partitioning Perimeter, Area, Circumference, and Volume
7. Identify and draw right, acute, and obtuse angles

III. Behavioral Objective:
1. To be able to define right angles, obtuse angles and acute angles.
2. To be able to draw right angles, obtuse angles and acute angles.

IV. Materials:
— Handout of Definitions (for student folder, provide)
— Pattern Blocks
— Toothpicks (six per student)
— Glue
— Paper (preferably tag board)
— Pens

V. Instructional Procedures:

A. Motivation:
Call six (6) students to the front of the classroom rug, and instruct them to lie down. Use the students to form angles with their bodies (two people per angle). Be sure to instruct them on what angles they are forming (right, obtuse or acute) and how to properly form the angles. Tell the students that each of the angles has a different name, and give them the names and the reasons for the names. Go over the human angles with the class. Once this is completed, ask the six different students to form angles, and ask the other students to guess what angles are now formed. Finally, ask the students to return to their seats.

B. Instructional Procedures:
1. Hand out the definition sheets of the various angles to the students.
2. Using the handout, read over the definitions with the class and remind them of the angles their fellow classmates made. Be sure to point out to the students that right angles often contain a square in the corner, meaning that it is 90o.
3. Hand out the pattern blocks to the students.
4. Give ample time for the students to examine the pattern blocks (a few minutes).
5. Have the students look at the pattern blocks, and find the ones that contain right angles, and hold them up in the air. (The students should show a square, or right triangle if present)
6. Stress that all of the square’s angles are right angles equal to 90oeach, and that some geometric shapes will have right angles, but that all of the angles may not be right angles.
7. Next, ask the students to find acute angles and hold those in the air. (The students should show a triangle.)
8. Finally, ask the students to find an obtuse angle and hold it up in the air. (The students should show an octagon.)

C. Closure:
Give each student six toothpicks, a bottle of glue and a sheet of tag board. Using the toothpicks, the students should form a right angle, an obtuse angle, and an acute angle. Once the angles are properly formed, the students should glues the angles to the tag board, clearly label the angles, and provide a definition of the angles underneath.

VI. Evaluation:
The students will be evaluated on their toothpick angles.

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