Lesson Plan Template 

MAED 3224 
Subject: (4th Grade math)  Central Focus: Classifying triangles based on their 
attributes (angles and sides). 
Common Core Objective: 4.G.A.2 Classify  Date taught: 03/22/18 
two-dimensional figures based on the presence or 
absence of parallel or perpendicular lines, or the 
presence or absence of angles of a specified size. 
Recognize right triangles as a category, and identify 
right triangles​. 
Daily Lesson Objective: 
Performance- Students will draw a picture of and justify triangles based on their angles and sides. 
(​right, obtuse, acute- scalene, isosceles, equilateral​) 
  
Conditions- Students will work independently to draw a triangle based on its angles and sides and 
justify how they know their triangle meets that specific task.   
  
Criteria- Students are expected 8 out of 10 points on exit ticket. 
 
Prerequisite knowledge and skills needed: Students need to have an understanding of what triangles are (3 
sided figure). They need knowledge of angles and how to identify them- ​obtuse, right, acute. S ​ tudents also 
need to be familiar with working with geoboards.   
 
Activity  Description of Activities and Setting  Time 
1. Engage   Teacher will engage students by drawing a triangle  7 minutes 
on the whiteboard.   
Teacher will ask what kind of triangle is this based 
on its angles and how do you know? 
Right, because there is a 90 degree angle. 
 
 
Looking at the same triangle on the geoboard 
projected on the whiteboard, Teacher will ask what 
kind of triangle is this based on its sides and how do 
you know? 
Isosceles, because it has 2 equal sides. 
 
 
2. Explore   Teacher will write 5 examples on the board.  15 minutes  
(including solutions of major tasks)  Students will work individually to practice making 
these triangles on their geoboards. Once students 
have made these triangles on their individual 
geoboard, they will draw them on geoboard dot 
 paper and label each. Teacher will walk around and 
check for understanding during this time.  
 
1. Acute scalene triangle 
2. Obtuse isosceles triangle 
3. Equilateral (acute) triangle  
4. Right scalene triangle  
5. Acute isosceles triangle  
 
 
  
3. Explain   When students have completed examples, teacher  10 minutes  
will call on volunteers to come to the board and 
draw their triangle on a projected geoboard on the 
whiteboard. Students will justify why their triangle 
fits the task to the class. Teacher will ask the class 
if they agree or disagree. 
4. Elaborate/Extend   Struggling student: May work in pairs for extra  5 minutes  
support. 
Challenge student: If appropriate, give student a 
challenge problem: Determine whether you can 
make an equilateral right triangle. Explain what you 
find.  
5. Evaluate   Students will complete an exit ticket. Students will  5 minutes  
(assessment methods)   explain a triangle based on its angles and sides. 
Students will draw a picture of a scalene obtuse 
triangle on geoboard dot paper and justify in 1-2 
sentences how they know their triangle fits the task. 
(​ex: It has an angle >90 degrees and all sides are 
unequal.​)  
 
Summative: 10 point total 
3 points for picture 
4 points for written explanation 
4 points for correct answer 
 
Materials/Technology: Geoboards and rubber bands, geoboard dot paper