Universal+Design+for+Learning

** Lesson Overview ** · Web 2.0 tool illustrating geometry vocabulary · Math dictionary with geometry vocabulary learned during the unit · Geometric Art Design or poster using lines, points, and angles ||
 * CAST’S UDL LESSON BUILDER **
 * **Title: ** || Pairs of Angles: Complementary & Supplementary ||
 * **Author: ** || Peggy Hale ||
 * **Subject: ** || Mathematics ||
 * **Grade Level(s): ** || Grades 6-8 ||
 * **Duration: ** || 12 days ||
 * **Subject Area: ** || Geometry ||
 * **Unit Description: ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">In this unit, “What’s My Angle”, students will explore and identify angles in our world and create a digital story that shares their favorite angles in our environment. After learning to name, estimate, and measure angles with a protractor, students will create a video in groups that explain the proper steps to measure an angle. Next, students will create and name a geometric character using lines, angles, and circles to use in their final unit project. Student will classify pairs of angles as complementary or supplementary and draw the complement or supplement of a given angle using Google Drawing. Last, as a final unit project, students will choose one of three products to create:
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Description for Days 7- 9 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pre-Requisites **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> to lesson:

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Identify and name angles: right, acute, obtuse, reflex · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Estimate, measure, and draw angles · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Vocabulary: vertex, ray, line, line segment, parallel, perpendicular, degree

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">State/post learning goals for lesson:

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will identify pairs of angles as complementary or supplementary · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student will identify, measure, and draw congruent angles · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will identify, solve, measure, and draw the complement or supplement of a given angle. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will identify adjacent angles · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will use formula in spreadsheet · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will use drawing tools

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will sort careers on a T-chart as they brainstorm which ones use the measurement of angles and which ones do not. Students will explore a website that shows the many different careers that are impacted by angles and explore the salaries of each career. Students will then watch several videos as they learn about supplementary and complementary angles. In groups, students will set up a formula in Google spreadsheet to calculate the supplement and complement of a drawn angle. Students will practice estimating, measuring, and solving for the supplement and complement of a given angle. Students will collaborate, plan, and create a geometric character according to a list of criteria to include. During the entire unit, students will have access to the class wiki that will have unit activities, vocabulary, reflections, KWHL charts, templates, documents, rubrics and links. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">State Standards: ** || ** Mathematics, Grade 6 **

Standard 6: Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and circles. The student is expected to: (A) use angle measurements to classify angles as acute, obtuse, or right;

Standard 8: Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to: (A) estimate measurements and evaluate reasonableness of results; (B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length, area, time, temperature, volume, and weight; (C) measure angles;

Standard 11: Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to: (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

Standard 12: Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models. The student is expected to: (A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models;

Standard 13: Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to: (B) validate his/her conclusions using mathematical properties and relationships.

** Mathematics, Grade 7 **

Standard 6: Geometry and spatial reasoning. The student compares and classifies two- and three- dimensional figures using geometric vocabulary and properties. The student is expected to: <span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt 35.1pt; tab-stops: 13.35pt 34.35pt; tabstops: 13.35pt 34.35pt; text-indent: -35.1pt;">(A) use angle measurements to classify pairs of angles as complementary or supplementary;

<span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; tab-stops: 13.35pt 34.35pt; tabstops: 13.35pt 34.35pt; text-indent: -0.15pt;">Standard 13: Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to: <span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt 35.1pt; tab-stops: 13.35pt 35.1pt; tabstops: 13.35pt 35.1pt; text-indent: -35.1pt;">(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; <span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt 35.1pt; tab-stops: 13.35pt 35.1pt; tabstops: 13.35pt 35.1pt; text-indent: -35.1pt;">(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; <span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt 35.1pt; tab-stops: 13.35pt 35.1pt; tabstops: 13.35pt 35.1pt; text-indent: -35.1pt;">(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and <span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt 35.1pt; tab-stops: 13.35pt 35.1pt; tabstops: 13.35pt 35.1pt; text-indent: -35.1pt;">(D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

<span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt; tab-stops: 0in 13.35pt; tabstops: 0in 13.35pt;">Standard 14: Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical language, representations, and models. The student is expected to: <span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt 35.1pt; tab-stops: 13.35pt 35.1pt; tabstops: 13.35pt 35.1pt; text-indent: -35.1pt;">(A) communicate mathematical ideas using language, efficient tools, <span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt 35.1pt; tab-stops: 13.35pt 34.35pt; tabstops: 13.35pt 34.35pt; text-indent: -35.1pt;">Appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and <span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt 35.1pt; tab-stops: 13.35pt 34.35pt; tabstops: 13.35pt 34.35pt; text-indent: -35.1pt;">(B) evaluate the effectiveness of different representations to communicate ideas.

<span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt 35.1pt; tab-stops: 13.35pt 34.35pt; tabstops: 13.35pt 34.35pt; text-indent: -35.1pt;">Standard 15: Underlying processes and mathematical tools. <span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt; tab-stops: 13.35pt 35.1pt; tabstops: 13.35pt 35.1pt;">The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to: <span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt; tab-stops: 13.35pt 35.1pt; tabstops: 13.35pt 35.1pt;">(A) make conjectures from patterns or sets of examples and nonexamples; and <span style="color: windowtext; font-size: 10pt; margin: 0in 0in 0pt 35.1pt; tab-stops: 13.35pt 35.1pt; tabstops: 13.35pt 35.1pt; text-indent: -35.1pt;">(B) validate his/her conclusions using mathematical properties and relationships.

** Technology Standards, Grades 6-8 **

** NETS: **

**<span style="font-family: 'MyriadPro-Bold','sans-serif'; font-size: 10pt;">1. Creativity and Innovation ** <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

<span style="font-family: 'MyriadPro-Semibold','sans-serif'; font-size: 10pt;">a. <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt;">apply existing knowledge to generate new ideas, products, or processes <span style="font-family: 'MyriadPro-Semibold','sans-serif'; font-size: 10pt;">b. <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt;">create original works as a means of personal or group expression <span style="font-family: 'MyriadPro-Semibold','sans-serif'; font-size: 10pt;">c. <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt;">use models and simulations to explore complex systems and issues

**<span style="font-family: 'MyriadPro-Bold','sans-serif'; font-size: 10pt;">2. Communication and Collaboration ** <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

<span style="font-family: 'MyriadPro-Semibold','sans-serif'; font-size: 10pt;">a. <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt;">interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">and media <span style="font-family: 'MyriadPro-Semibold','sans-serif'; font-size: 10pt;">b. <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt;">communicate information and ideas effectively to multiple audiences using a variety of media and formats <span style="font-family: 'MyriadPro-Semibold','sans-serif'; font-size: 10pt;">d. <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt;">contribute to project teams to produce original works or solve problems

**<span style="font-family: 'MyriadPro-Bold','sans-serif'; font-size: 10pt;">4. Critical Thinking, Problem Solving, and Decision Making ** <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

<span style="font-family: 'MyriadPro-Semibold','sans-serif'; font-size: 10pt;">a. <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt;">identify and define authentic problems and significant questions for investigation <span style="font-family: 'MyriadPro-Semibold','sans-serif'; font-size: 10pt;">b. <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt;">plan and manage activities to develop a solution or complete a project <span style="font-family: 'MyriadPro-Semibold','sans-serif'; font-size: 10pt;">c. <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt;">collect and analyze data to identify solutions and/or make informed decisions <span style="font-family: 'MyriadPro-Semibold','sans-serif'; font-size: 10pt;">d. <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt;">use multiple processes and diverse perspectives to explore alternative solutions

<span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">**5. Digital Citizenship** <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

<span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">a. advocate and practice safe, legal, and responsible use of information and technology <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">c. demonstrate personal responsibility for lifelong learning <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">d. exhibit leadership for digital citizenship

<span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">**6. Technology Operations and Concepts** <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

<span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">a. understand and use technology systems <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">b. select and use applications effectively and productively <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">c. troubleshoot systems and applications <span style="font-family: 'AGaramondPro-Regular','serif'; font-size: 10pt; margin: 0in 0in 0pt 0.15pt; text-indent: -0.15pt;">d. transfer current knowledge to learning of new technologies ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Goals ** · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will be able to locate right, acute, & obtuse angles in the real world · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will estimate the measurement of an angle · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will analyze and measure an angle using a protractor · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will identify pairs of lines as complementary or supplementary · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will identify and draw the complement or supplement of a given angle || · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will identify pairs of angles as complementary or supplementary · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will solve for the complement or supplement of a given angle · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will draw the complement or supplement of a given angle · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will use drawing tools and formula in spreadsheet ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Unit Goals: ** || · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will be able to describe right, acute, & obtuse angles
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Goals: ** || · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will discover careers that use geometric angles

** Methods **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Anticipatory Set: ** || **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">(Recognition Network) **

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 7: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time: 20 min. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will take a **Pre-Self-Evaluation** before the lessons to evaluate their previous learning. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Vocabulary Review: Flashcards, matching, concentration, and word search at this link: [|http://www.quia.com/jg/318570.html]

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 8: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time: 10 min. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Display the website and [|eBook] we will use to show the four basic concepts on which Geometry is built upon: [] · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Review the concepts focusing on the various dimensions: 2-D, 3-D, and none. (Stop on Step 1)

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 9: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time: 10 min. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Using the interactive visuals for complementary and supplementary angles (link given) have students solve for the complement and/or supplement as teacher covers the answer and gives immediate feedback by uncovering answer.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Finding the complement: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">[] Finding the supplement: [] ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Introduce and Model New Knowledge: ** || **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">(Strategic Network) **

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 7: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time: 20 min.

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will fill out their Learning Goal Contract (template)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Have students think about geometric angles and its impact in the workforce? Share the T-chart and explain activity for students

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Divide students into groups to complete T-chart with given careers. Students will categorize careers by sorting them into ones that use geometric angles vs. careers that do not use geometric angles · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Class discussion…review ideas having students justify and give reasons why they placed it under the chosen category

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Share link: [|XP Math: Math in Careers Database] Introduce website and its features then have students explore in their group

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 8: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time: 25 min.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Recall Day 7’s discovery of the impact of geometric angles in careers. Share an object we use daily to teach angles (clocks)

· [|**BrainPOP video on Angles**] **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">- **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">stop and point out the new vocabulary of supplementary and complementary angles (Ask if these type of angles are two-dimensional or three-dimensional) · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Using your IWB model how to draw congruent angles using a protractor (share the symbol for congruent) · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Using your IWB introduce supplementary and complementary angles or show these two videos from Teacher.com

<span style="background: yellow; font-family: 'Times New Roman','serif'; font-size: 10pt;">Complementary angles: Teacher.com’s YouTube <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt 0.25in;">(teacher needs to have video ready by passing the advertisements and having it set on the beginning of video) <span style="background: yellow; font-family: 'Times New Roman','serif'; font-size: 10pt;">Supplementary angles: Teacher.com’s YouTube <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt 0.25in;">(teacher needs to have video ready by passing the advertisements and having it set on the beginning of video) · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Using your IWB model how to solve for the complement or supplement of a given angle. Model several examples for students, and review how to draw it using your protractor. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Ask for questions and if students need more clarification. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 9: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time: 15 min.

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Activity – Part 2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will continue to work with same group, partner, or independently on their Google spreadsheet. Teacher will facilitate and provide help as necessary. Teacher will share the Drawing tools in Google and share how to add this to their spreadsheet. Teacher will show the speech bubble and how to manipulate it to the character’s mouth. Students will work to create their geometric characters for their spreadsheet.

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will create and name a geometric character that includes the following geometric criteria: parallel line, perpendicular line, acute angle, obtuse angle, right angle, circle, point, ray, line, half circle, straight angle and adjacent angles. The character will be saved as a jpeg to be used in the final Unit project. Students can choose to do this in any paint program, PowerPoint slide, Microsoft Word, Google Doc, etc. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Insert a speech bubble with text that includes character’s name. Make sure that all lines and angles can be identified by each group member. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Provide Guided Practice: ** || **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">(Affective Network) **

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 7: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time: 20 min. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 17.1pt; text-indent: -17.1pt;">Explore website on Math careers in groups: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 17.1pt; text-indent: -17.1pt;">[|XP Math: Math in Careers Database]

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 17.1pt; text-indent: -17.1pt;">Review the four basic geometry concepts in the [|Ebook]

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 8: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time: 20 min.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 17.1pt; text-indent: -17.1pt;">**Activity (Part 1)** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 17.1pt; text-indent: -17.1pt;">Teacher will model using Google Spreadsheet for this activity (Part 1) before going into the lab. Students will choose to work in partners, groups, or independently complete the activity on Google spreadsheet. Students will complete the following items on their spreadsheet:

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Minus formula for Complementary angles (pull down to include at least 5 different data inputs) · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Minus formula for Supplementary angles (pull down to include at least 5 different data inputs) · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Draw the following by using Google’s (Insert) Drawing menu and selecting line tool: right angle, acute angle, obtuse angle, straight angle · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Label each angle with the name and correct measurement · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Enter those measurements in formulas to calculate the complement or supplement angles and draw those angles (with labels also)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">What will you have to know to complete this activity? How will you know if you need to find the complement or supplement of the angle that was drawn? How will you know if the angles are Supplementary? How will you know if the angles are Complementary?

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 9: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time: 35 min. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students continue work on project according to their choice (independent, partner, or group) and complete Part 2 of the activity: adding the Geometric character to the spreadsheet with speech bubble. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Wiki: **“What’s My Angle?”**
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Provide Independent Practice: ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will have access to many online learning resources through the class wiki. Students are given link on the teacher’s website to use at any time

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 7 Homework: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Review angles and measurement with protractor by visiting this site: []

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 8 Homework: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Watch video on supplementary and complementary angles: <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">[] Choose one of the activities to do that are available on our BrainPOP movie: Word Find, Vocabulary, or graphic organizer

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Day 9 Homework: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Multimedia tutorial for reviewing lesson: [|**//http://math123xyz.com/Nav/Geometry/Angles.php//**] Interactive game to practice drawing, estimating, and measuring angles: [|http://www.crickweb.co.uk/ks2numeracy-shape-and-weight.html#vpinboard4z] ||

** Assessment ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Ongoing Assessment: ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Teacher will use the data from the Pre-Self-Assessment and the learning contracts to evaluate students’ prior knowledge and new learning desired. Teacher will monitor and guide learning during lesson activities. Questions and answers will be provided to direct and clarify problems during teacher observations. Students’ reflections will be assessed daily and comments will be added to support students throughout the unit. Evaluation of student products on spreadsheet and monitoring the learning will be given as students work collaboratively to complete the project. Online quizzes are assigned throughout the lessons with immediate feedback and used for review. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative/ **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Summative/End of Lesson Assessment: ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Evaluation of student product will be assessed by rubric. Teacher will give the Post-Self-Assessment to evaluate students’ learning. Student reflections on the overall unit will be assessed to make changes to unit if necessary.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">An end of unit quiz will be given after students’ final project is completed. ||
 * **Accomodations** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">__Gifted and Talented:__ online resources; choice of work; independent enrichment activities; rubrics; self-assessments; interactive games with immediate feedback; group work.

__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">Disabled: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;"> group work; instructor aide; eBook; online resources; modified lessons; hands-on activities where applicable.

__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">Blind __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">: hands-on activities where applicable; eBook; podcasts of lessons; audio flashcards; braille tools; group activities; instructor aide; text-to-speech software.

__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">Deaf: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;"> instructor aide that can sign; group work; eBook; videos with closed captions; visuals and online activities; audio trainer; printed instructions for lessons.

__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">Multiple achievement levels: __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;"> choice in activities to take in interests; levels of difficulty on online activities; group work; peer-teaching; differentiated activities; enrichment activities. ||

** Materials **
 * What’s My Angle **Wiki:** http://whatsmyangle.wikispaces.com/ ||
 * Geometry with George eBook: [] ||
 * Sample Geometric Character in **Google Draw**: [|https://docs.google.com/document/pub?id=14EgAYw7-m1BnIjU_avP-8td2NbX0G3KAAQipWfAOZTI] ||
 * ** Google Spreadsheet ** sample with angles: [] ||
 * Interactive White Board ||
 * Projector and Screen ||
 * Computers ||
 * Software applications as available: Word processing, paint, drawing, PowerPoint ||
 * Internet access ||
 * Protractors ||
 * Devices for Hearing impaired, Visually impaired students such as: (Reader in Windows, Word, Adobe Reader; Zoom text; Dragon Speak; Voice recognition software; Co-Writer or Write Outloud; CAST e-reader, SimpleTalk; Speech recognition software; word prediction software; Alternative Keyboard; Assistive keyboard features; screen magnification) ||
 * Inspiration (or other comparable web-based tool) ||