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Triangles and Plane Figures. Unit of Study: 2-Dimensional Shapes Global Concept Guide: 1 of 3. Content Development.
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Triangles and Plane Figures Unit of Study: 2-Dimensional Shapes Global Concept Guide: 1 of 3
Content Development “In order to communicate accurately mathematically, students must distinguish between the meanings of endpoints and arrows to identify and describe lines, line segments, and rays. Students learn that while a line and a line segment can be named in two ways, a ray can be named in only one way. Students then learn that an angle is formed by two rays or line segments that have a common endpoint. An angle can be named either by its vertex or by using three points, with the vertex being the second point named. By understanding and using precise definitions, students can communicate their mathematical reasoning clearly to others.” • Go Math TE p. 381A “In this lesson, students learn that triangles can be classified by the sizes of their angles. Students learn how to name triangles and are then introduced to a right triangle: a triangle with one right angle. Given a variety of triangles, students then analyze the angles in each and identify right triangles, triangles with one obtuse angles (obtuse triangles), and triangles with three acute angles (acute triangles)…. Students use a Venn Diagram to classify triangles and discover that triangles can be classified by the size of their angles in only one way. .. Further analysis leads students to understand that all triangles have at least two acute angles and their classification is dependent upon the size of the third angle. This exploration lays the foundation for later work with classifying geometric figures.” - Go Math TE p. 385A
Refer to the Enrich/Reteach/Intervention slide at the end of this PowerPoint for ideas to differentiate instruction throughout this GCG as needed.
Day 1 • EQ: How can you draw and identify plane shapes? • By the end of Day 1, students should be able to identify plane shapes in real-world context. They will use their understanding of plane shapes to draw and connect to future learning with triangles and quadrilaterals. • To engage students, create a class anchor chart with the plane shape names and pictures including: point, line, line segment, ray and angle. Compare and contrast how they are alike/different. (Use TE p. 381-382 as a guide). Make sure students know an angle can be named in more than one way. (Example: Angle PQR can also be named angle RQP or angle Q) • Give each group a different angle concept card to explore: acute, right, obtuse, and straight. Have the students, as a group, look at the examples and non-examples. Then have them create a definition using precise vocabulary from the anchor chart. Create a foldable with four sections, labeling the angles: acute, right, obtuse, and straight. Then give each group a chance to share out their group definition and make revisions as needed, while the class records the information inside their foldable. • Discuss how a square tile or the corner of an index card can help you determine the type of angle, based on how it relates to a right angle at 90 degrees. Have students go on a scavenger hunt with their foldable to find examples of each type of angle in their classroom or school. • Choose select problems for additional practice from Go Math SE p. 384 #16-24. • Evidence of Learning • Pose the journal prompt, “Draw and label a figure that has 3 line segments, 2 rays and one right angle.”
Day 2 • EQ: How can you classify triangles by the size of their angles? • By the end of Day 2, students should be able to sort, describe and classify triangles based on the size of their angles. Students should come to the understanding that two angles of the triangle are always acute, and the third angle helps name the triangle. • To engage students, pose the Ashley Dilemma problem. Encourage students to use precise vocabulary to determine Ashley’s missing triangle. Discuss how to name the triangle based on the size of the angles. • Explore the different types of angles: right, acute, obtuse using Power of Polygon Shapes or Go Math SE p. 385 “Activity 1” and “Activity 2.” Extend to have students sort their shapes using angle attributes with Venn Diagrams. • Continue with practice identifying triangles based on their angles using problems from Go Math Lesson 10.2, SE p. 387-388. • Evidence of Learning • Pose the journal prompt, “Draw and label an example of a right triangle, an acute triangle, and an obtuse triangle.”
Enrich/Reteach/Intervention • Re-teach • Re-teach page: R77 • Mega Math Polar Planes Level B – game to identify angles and plane figures • Animated Math Model Skill 38 – points, lines, rays • Animated Math Model Skill 39 – classify angles • Core • Line Art (E76) – use plane shapes to draw pictures • Triangle Living (E77) – create a room design with drawing and labeling triangles • Animated Math Model Skill 38 – points, lines, rays • Animated Math Model Skill 39 – classify angles • Enrich • Line Art(E76) – use plane shapes to draw pictures • Triangle Living(E77) – create a room design with drawing and labeling triangles • “Triangle Angles” from Go Math TE p. 387 – students investigate the total measure of the interior angles of a triangle • Using “The Greedy Triangle,” have students write a sequel story about the triangle using precise vocabulary. Could extend to have students create story problems to trade with a partner and solve.
