1. Analyze the Learners: My class is a 10th grade geometry class which consists of 17 boys
and 13 girls. In my 30 student class, there are 10 African Americans, 4 Asian Americans,
6Latin Americans, and 10 Caucasians. I also have 4 ADD/ADHD students, and 5 learning
disabled students.
State the Objective: After watching the Storytelling video, and identifying angles for practice
on the Livebinder tab, my students will correctly identify and photograph examples of
acute, right, obtuse, complementary, and supplementary angles found at home, at school,
outside, in a virtual world etc. My students will provide at least one photograph of each
angle, write a short description (1-3 sentences), and post their examples on the class
Facebook Group Page by tomorrow’s class period with 85% accuracy.
Select Methods: We will begin class with a short discussion about what the students think an
angle is in purely non-mathematical language. I will then introduce and play the
Storytelling video “It’s all about angles.” We will discuss what we watched, so I can
assess that the students understand the definition of each angle. I will ask students to find
examples of the angles within the classroom as practice for their homework assignment.
For the remainder of the class, my students will access my Math Resources Livebinder,
and work with the games provided under the tab “Flipped Lesson: Angles,” where
students will continue to practice identifying angles and learn how to measure angles
with a virtual protractor.
Media: I will need a computer with wifi/internet, speakers, and a television screen or
Smartboard to display the Storytelling video. My students will need computers or tablets
connected to the internet to access my Livebinder and the practice materials. Students
will need digital cameras or smartphones to complete their homework, as w ell as an
internet connection and computer to upload their photos to our Facebook Page. Optional
Media: headphones while my students use the angle games for practice because the
flipped lesson is also on Livebinder for them to view as many times as they need.
Materials: My students will need Facebook accounts and email accounts to complete
their homework and practice respectively. They may take notes during the flipped lesson,
so they need paper and pencil. Smartphones and tablets are helpful, but not necessary as
students may use school computers and school tablets.
Utilize Materials: My students will watch my Storytelling video, “It’s all about angles,” as it
is displayed on a TV screen or Smartboard. They will check the Facebook page for the
URL access to my Math Resources Livebinder to continue practicing what they learned
about angles and learn how to measure angles with a virtual protractor (additional help
2. will be given as required by demonstrating how to use a protractor on the Smartboard).
My students will use their Facebook accounts to post their photographs and description s
homework on the class Facebook page.
Require Learner Participation: Students are encouraged to ask questions during the
discussion after watching the Storytelling video. This will act as an assessment to
determine the level of understanding the class has of the new material. Further content
development will be given as needed depending on the discussion. Random students will
be chosen to find examples of the angles within the classroom as further evaluation. My
students will then use the computers or tablets to practice what they learned while playing
the online games I provided them. I will evaluate their homework, and provide feedback
(not grades) as comments on their posts in Facebook.
Evaluate and Revise: My students will be evaluated by looking at their example photos of
the angles and verifying that they identified the angle correctly in their mandatory
description. If students have trouble completing the online games or learning how to use
the protractor, additional instruction (or different instruction) will be needed. I might
need demonstrate the use and function of a protractor before they begin the measure
angles game on the Livebinder. Also, this outline of instruction requires very little from
my students and permits them to be relatively passive except for discussions. I think I
need to make my students take a more active part in the lesson.
