Today, I popped in on the world of BrainPOP. BrainPOP is a resource that I have always wanted to explore since my first year of teaching, but have never had the opportunity. Initially, I was excited because I have heard nothing but positive, wonderful things about BrainPOP. My first year of teaching, some of my colleagues used this tool constantly (we were a 1:1 iPad school) and raved about it! Since I no longer teach at a 1:1 school, I have never explored this tool for my own classroom. (Fingers crossed!!) I will have a new laptop card in my classroom next year so I am excited to explore BrainPOP as a possible resource. During my exploration, I was excited to see so many ready-made resources - videos, activities (including vocab- which is great for math!!), and especially the games! I donât know my students next year, but freshmen in general loooooooove it when I incorporate play into my lessons. I even got a little carried away with the one game and simply had to finish! :) I also think the data collection would be a helpful formative assessment tool. The only thing I didnât love about BrainPOP was that you had to buy it to use almost all of the fantastic capabilities and my school doesnât have it (at least not yet!). Overall, this will definitely be something I bring up to administration for further investigation.
Again, like Socrative, can I keep wishing that the practice questions were called something other than a âquizâ??!?
https://www.brainpop.com/math/geometryandmeasurement/angles/
Title: Introduction to Angles
Unit: Unit 1- Lesson 1.2: Angle Measures
Goals: Students will how measuring an angle similar to and different from measuring a line segment.
Objectives: Students will be able to identify the distribution of various types of graphs including histograms, dot plots, and stem &leaf graphs. Students will be able to choose which center/spread partners are most appropriate to report based on the distribution of the data set.
PA Standards: CCSS.MATH.CONTENT.HSG.CO.A.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
CCSS.MATH.CONTENT.HSG.CO.D.12: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
Materials/Resources needed: BrainPop Video- Angles (2:15), Workbook lesson 1.2 Angle Measures, BrainPop activity- Graphic Organizer T-Chart, BrainPop Gameup- Sortify- Angles.
 Warm-up/Activation of Prior Knowledge: Do now activity at the start of the class is to review the segment length and midpoints that were discussed during the last class period. Students are given two endpoints and asked to draw the segment between them on the coordinate plane provided and find the length and midpoint of the segment.
 Instruction: After Do now activity and clearing up any confusion about the segment length and midpoints, we begin Lesson 1.2. Class will watch BrainPop video- Angles on the smart board (2:15). After the video, students will get their laptops from laptop cart in the back of the classroom (students have done this previously and know the procedure) and they will open the BrainPop- Graphic Organizer T-Chart with their shoulder partner shared on the Google Classroom. Students will look around the classroom and out in the hallway and find different objects for each category (Acute- Right- Obtuse) and estimate each angleâs degree. When finished, students will print as a PDF and turn in on the Google Classroom assignment answering the poll question- âWhich angle is the most common?â. Teacher will lead short class discussion about the most common angle and review student work (as it is turned in).
      Teacher will guide students through Lesson 1.2 in their workbooks- Explore- Constructing a copy of an angle. Students will complete the Explain 1 & 2 of naming and measuring angles based on the video. Student volunteers on smart board will review answers. Students will complete Lesson 1.2 #1-11 independently (or working with their shoulder partner if they get stuck). When finished, students will check their answers posted at the Answer Station at the back of the classroom (students have done this previously and know the procedure). After independent/partner work, students will return to Google Classroom and journal for 5 minutes in response to the prompt- âHow is measuring an angle similar to and different from measuring a line segment?â
      After journaling, students will play BrainPop Gameup- Sortify: Angles in which they have to categorize and sort angles by type and fill in the blanks to determine the missing angle values.
Wrap-up/Summary/Closing activity: After journaling activity, students will be asked to pair-share with their shoulder partners. Partners will then participate in a gallery walk contributing to the prompts on the white board. Students will then complete exit ticket during the last few minutes of class.
 Assessment (formative/summative): Teacher will use formative assessment throughout the classroom as students individually work in workbooks. Teacher will also have BrainPop results as formative assessment data to drive instruction for the following class period. Students will be summatively assessed on this lesson during a future class.
