### Lesson plan

Students will find angle sums using a baseball diamond diagram.

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Students will be able to evaluate real world situations to find angle sums and differences.

(5 minutes)
• Pick three students and secretely share that you will position yourselves in the form of a square. Demonstrate tossing the ball to one another clockwise along the perimeter of the square.
• Ask your observing students to identify the shape of the path of the tossed ball and repeat as needed to get a correct response.
• Explain that students will be be investigating the way lines, like each length of the ball's path, make angles when they meet.
(5 minutes)
• Look over the standard angle measurements with your class and preview the Baseball Field Angles #2 worksheet. Make sure to clarify how terms map to images on the worksheet.
• Note academic vocabulary for the following terms:
• Angle: The shape of two lines that connect.
• Point: A single place on a line.
• Vertices: A place where two lines intersect.
• Demonstrate the first exercise, noting how when two angles are added angles they make a sum. Explain that when the angles are put together, the sum of both angle measurements is equal to one larger angle measurement.
(5 minutes)
• Lead the class through the second exercise, taking care to note how the angles are identified and named.
(15 minutes)
• Allow students to work in pairs or small groups on remaining exercises.

Support

• Assist with leading questions and redirect students' queries to the angle poster and previous examples.
• Prepare a model of the folded paper angles (using the Folding for Angles worksheet) with angles labeled.

Enrichment

• Students can work in small groups on a poster to present the exercise from the worksheet.
(5 minutes)
• Circulate the room during independent work time to note student understanding of angle measurements by modeling them with their arms. Students can show added angles by combining their angle with a partner.
(10 minutes)
• Discuss the exercise from the worksheet. Share student explanations with the class, and be sure to encourage compliments and observations that use geometry terms from the lesson.

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