https://padlet.com/ericaringer/apl0sn82ubt9 Types of Triangles by Erica Ringer en-us 2018-02-08 18:53:49 UTC 2025-02-07 08:36:16 UTC hello@padlet.com ericaringer https://padlet.com/ericaringer/apl0sn82ubt9/wish/229774732 http://lessonplanspage.com/types-of-triangles/]]> 2018-02-08 19:19:43 UTC https://padlet.com/ericaringer/apl0sn82ubt9/wish/229774732 ericaringer https://padlet.com/ericaringer/apl0sn82ubt9/wish/229777028 BrainPOP movie https://www.brainpop.com/math/geometryandmeasurement/typesoftriangles/
ClassFlow Flipchart
https://prod.classflow.com/classflow/#!/product/itemId=72f3555eded34e63af7ea1d719849a85

]]> 2018-02-08 19:23:18 UTC https://padlet.com/ericaringer/apl0sn82ubt9/wish/229777028 ericaringer https://padlet.com/ericaringer/apl0sn82ubt9/wish/229783715 I would begin the lesson the same as the lesson plan indicates, with the BrainPOP movie. A potential barrier this provides is that since classrooms can often be noisy, some students could have issues hearing. I would therefore supply closed captions for the video. This could also benefit students who have issues paying attention to films, as it would provide them a way to follow along with the video and check in with themselves. Finally, it would help students with a Visual/Verbal learning preference as it gives them text to pair with the audio and visual simulation. This  would align with the UDL principle of Multiple means of representation.]]> 2018-02-08 19:33:55 UTC https://padlet.com/ericaringer/apl0sn82ubt9/wish/229783715 ericaringer https://padlet.com/ericaringer/apl0sn82ubt9/wish/229788427 I would not use the provided Flipchart. I believe this still coincides with the representation portion of the process, and the flipchart is too similar to the BrainPOP movie. This is a barrier because students who do not learn well from videos and presentations would have that information given to them in the same way again. Instead, I would give tactile/kinesthetic learners an opportunity for some hands on learning. I would take the information provided in the flipchart, and transform it into something more hands on. I would take the idea from the second slide, and create different types of paper triangles for my students to cut out, including scalene, isosceles, and equilateral triangles, as well as obtuse, acute, and right triangles. I would then tell my students to sort each triangle into one of the first three categories.  Once all student had chances to try, I would have a small class discussion to talk about how they decided which category each fit into. After that, I would tell them to sort each triangle into one of the second three categories. We would again discuss. This would align with the UDL principle of multiple means of engagement.]]> 2018-02-08 19:43:07 UTC https://padlet.com/ericaringer/apl0sn82ubt9/wish/229788427 ericaringer https://padlet.com/ericaringer/apl0sn82ubt9/wish/229795818 After Part 2, I would give students a handout with simple definitions and pictures of all six types of triangles. In small groups, I would ask students to come up with clever tricks in order to remember which type of triangle is which. They would then choose their favorite, and choose a way to present it to the class. In order to avoid learning barriers, I would allow groups to decide to either give an oral presentation to the class to share their trick, make a poster, or give a little skit demonstrating their idea. This aligns with UDLs principle of Multiple means of expression.]]> 2018-02-08 19:55:57 UTC https://padlet.com/ericaringer/apl0sn82ubt9/wish/229795818 ericaringer https://padlet.com/ericaringer/apl0sn82ubt9/wish/229799394 I would not use the strategy of having students write their ideas on a sticky note. This provides a barrier to students who are shy, or afraid of being wrong and having their peers know. Instead, I would have students take an online poll, through google or the equivalent, asking students if any three lengths could be the sides of a triangle. This way their responses are anonymous and they don't have to be afraid to be wrong. I would allow students to answer with a simple yes or no, but would also give them the opportunity to enter a response to the poll with an explanation of why they believe their answer is correct. This falls under the category of multiple means of engagement.]]> 2018-02-08 20:02:26 UTC https://padlet.com/ericaringer/apl0sn82ubt9/wish/229799394 ericaringer https://padlet.com/ericaringer/apl0sn82ubt9/wish/229802480 Instead of having the students draw the side lengths of the triangles, I would give them manipulatives in the form of sticks with set lengths. I believe having the children draw the lengths provides a barrier to learning as this is not a lesson on how to draw triangles, but o trying to help the students understand that the two smaller legs of a triangle must be longer put together than the third. By using the manipulatives instead, the students will be given a better opportunity to try lots of different things out, and possibly be able to get to the desired conclusions on their own. This falls under the UDL principle of multiple means of engagement.]]> 2018-02-08 20:08:55 UTC https://padlet.com/ericaringer/apl0sn82ubt9/wish/229802480 ericaringer https://padlet.com/ericaringer/apl0sn82ubt9/wish/229804761 Finally, instead of having students share their findings aloud, I would provide another google poll, the same as the first, so that students can share their thoughts freely. I believe having students share aloud provides a barrier to students who do not believe they are as good at math as their peers are, so they may be afraid to share their ideas in fear of being incorrect. Once everyone had entered a response through the poll, I would ask students if anyone wanted to share their ideas, or anything they had learned. This falls under the UDL principle of Multiple means of expression.]]> 2018-02-08 20:13:35 UTC https://padlet.com/ericaringer/apl0sn82ubt9/wish/229804761