Tamara Congdon Level 5 Angles

A Unit Plan
Angles Level 5

Tamara Congdon

17409414

La Trobe University

Teaching Primary

EDU2SOM

Stands of Mathematics

Assessment Task 2

Due Date: 24/10/13

3 week Unit Plan and 1 Lesson Plan

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Tamara Congdon Level 5 Angles

Unit Plan
Mathematics Conceptual Focus: Angles

Year Level: Level 5

Duration: 15 lessons over 3 weeks

AusVELS References

Content Strand(s): Level 5 Measurement and Geometry - Geometric Reasoning - Estimate, measure and c
angles using a protractor (ACMMG112)

Measuring and constructing angles using both 180 and 360 protractors AND recognising that
that size is the amount of turn required for one arm to coincide with the other.
Proficiency Strand(s): Fluency using instruments to measure angles

Fluency includes choosing appropriate units of measurement for calculation of perimeter and a
reasonableness of answers to calculations and using instruments to measure angles.
Mathematical Vocabulary

angles, triangles, 90, 180, protractor, degree, measurement, vertex/ vertices, edges, right angles, acute angles and ob

Overview
This Unit Plan goes for 3 weeks, with a maths lesson every day for an hour; on Wednesdays, it is a
double session.
The unit plan is based around Blooms Taxonomy theory of Six Levels of Questioning so that student
can gradually develop a higher level of thinking. This is pointed out in each week over view.
Week One is remembering what students have learnt in previous years, and introducing acute,
obtuse angles. This is also a great opportunity for teachers to develop an awareness of the classes and
individual understandings of angles. Week Two is focused on introducing degrees into the equation. The
students create their own way of measuring degrees first before I introduce to them a protractor. Week
Three aims at developing students understanding of angles in sports and shapes. The assessment for this
task will be done in class (the last 2 lessons) and will be on teaching someone else about angles.
Students are expected to have prior knowledge of right angles, multiplication, division, angles in the
environment and basic location concepts. In grade 3, students focus on angles in everyday life, grade 4,
they learn right angles and can distinguish what angles are bigger and smaller than a right angle.
This unit plan accounts for different needs of the students group work, individual work, physical,
thinking, visually, hearing, watching, doing and exploring learning.
Usually as a way to discuss at the end of a session, we have made a maths reflection dairy after each
lesson. As a class, we can either get one person to write in it about their experiences, one person to scribe
in it while the class brainstorms. Sometimes I pose a question to the class that I want them to consider and
that can go in the diary, the other times there are already made up cards that we can choose from to give
us a variety of reflective questions to think about.
There is a picture book that is great for angles, but it is fairly long so I did not get a chance to squeeze
it in a 1 hour lesson. However, I do recommend it to be read to students during daily read-aloud. This may
take 3 days but can be used for literacy purposes also.
The book is Whats Your Angle? Pythagoras by Julie Ellis.

Week 1 At the end of this week: I want to know what they know about this concept, refresh
what they learnt last year about right angles. Teach them acute, obtuse, right and straight
angles and categorise them. I will want to know if they can successfully be able to recognise
angles in everyday life.
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Tamara Congdon Level 5 Angles

Blooms Taxonomy Knowledge (define, choose, find, match, relate, recall, name).
Comprehension (compare, demonstrate, illustrate, interpret, explain, show, summarise)
Teaching Focus

Engagement

Procedure

Pulling it Together

Lesson 1 To remember
what an angle is,
what does it
consist of and
where can we
find them in our
environment.

Brainstorm everything
they know about
angles. This can be
done as a whole
class. Encourage
students to look at
these areas:
- What they look like?
Their parts?
- What are they for?
Why do we have
them?
- Types of angles
(expected to just
know right angles and
be able to recognise
what is bigger or
smaller than it)
This activity lets the
teacher know what
the class has been
taught as a whole

Students are to divide

an A4 paper into 4
parts. They are to draw
3 pictures and in the
last one, do a heading
Angles and write a
sentence about angles
in the environment
(could include: finding
them, why and how
they are used in the
environment). Students
are to draw a picture of
something that can
create or is a right
angle, bigger than a
right angle and smaller
than a right angle. For
example, students can
draw bricks, a recliner
chair and a clock face
that says 2oclock.
This activity lets the
teacher know if they
can successfully
recognise objects in the
environment.

After the students

have drawn their
pictures, the
assessment is over.
I suggest hanging
them up in the room
so they can see a
range of different
objects making
these angles.

Assessment:
Formal
At the end of the
session, teachers
should get a good
idea of where the
students are in
developing this
concept. If you
notice at the start
that students have
not been taught to
look for angles in
their environment
prior to this, than
this task will be
proven to be
difficult. However,
the curriculum
states they do this
in Levels 3 and 4.

Lesson 2
Refresh angle
terminology and
introduce the
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Can start a
reflection diary.
1. Student chooses
a reflective card.
2. A student
volunteers to be
scribe in book
3. Class makes a
circle on floor
4. Go to each
student and ask the
reflective question.
The student
answers and the
scriber writes down
their answers.

Students that are

having a hard time
thinking of something,
can look around the
room for things or find
objects in picture
books. This is alright
because they are being
tested on recognising
angles in the
environment, not
thinking of them.

Refresh what an
angle is made up of (2
arms and a vertex).

Look at things around

the room. How can you
test what is a right
angle, acute or obtuse

Discuss findings.
Pull a question out
of the reflection

Tamara Congdon Level 5 Angles

terms acute and

obtuse angles.

Refresh what an
angle actually is (the
amount of turn).
Introduce the correct
terms for bigger than
a right angle (obtuse)
and smaller than a
right angle (acute).
Show this song about
different angles and
their properties. It is
sung by students near
to their age so it will
be more relatable.
http://www.youtube.co
m/watch?v=j8sF8k6DnI

Lesson 3 (double
lesson).
Recognising
angles in our
environment and
categorising
them.

Assessment:
Formal Judging
from the pictures
taken today,
teachers should
grasp an
understanding if
students know
where to find
angles and the
difference between
them are,
Informal while
asking students
the discussion
questions at the
end, teachers can
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Remembering what
we did yesterday.
Explain to the
students the task for
today. Get them to
take photos straight
on so its possible to
measure from a photo
later.

angle?
Encourage students to
think of a solution
themselves. But if this
doesnt work, then get
them to cut out a
square (explain to them
that you can fit a
square in the corner of
a right angle, so
anything that measures
this is right, below is
acute and above Is
obtuse. Make a list of
these (categorising
them into the 3 areas).
Students can also work
in a group and focus on
one type of angle if
proven difficult.
Students are to use
cameras to take photos
of angles around the
school. Students are to
capture acute, right and
obtuse angles.
If resources are skim,
be in bigger groups, or
take turns.
.
After coming back,
upload photos on the
interactive whiteboard.
Set up a program
where you can sort the
photos into different
categories (acute, right,
obtuse). Looking at
photos one at a time,
get students to come
up and move the photo
to the category.
If there is still time left,
after all this, ask
students to categories
them into different
categories (man-made,
nature, metal, wood
etc).
OR
Using the questions to
the right, create/draw
the objects in the photo

cards and repeat

from yesterday.

Pose questions like:

-Were there any
angles in the school
that did not fit into
these categories?
-Why do you think
we have different
kinds of angles in
the world?
-What would
happen if we
changed the right
angle to an acute
angle? Try to see if
it could have been
built with a different
angle? Eg.TV is
square, couldn't be
a triangle TV
because picture
would be
unbalanced.
-Some chairs have
acute angles, why
do you think this is?
Students write in
reflective diary,
choosing a different
card.

Tamara Congdon Level 5 Angles

with a different angle
and see if it still works
with the objects
function.

grasp how much

students
understand of the
concept of angles.

This is science as well

as location in maths.

Lesson 4 recognising
angles through a
clock face

Watch video from

Lesson 2 again to
practice. Encourage
students to join in

A right angle is a
quarter of a whole turn.
How many right angles
are there in a whole?

Students may have

associated time with
angles before,
teacher can judge
quickly if they have or
not.
Emphasise that an
angle is the amount of
turn.
How much turn is
there if it is 3 oclock?
Right angle.
What time could it be
if it was making an
acute angle, starting
from 12? 1:10.

Get students to cut a

circle out of paper. Fold
it to divide into 4. Get
students to label the
sheet with numbers like
a clock. Using a ruler
(and the square they
made from lesson 2) to
make a right angle on
the clock.
If a right angle is of a
clock, how would you
demonstrate an acute
angle (has to be less
than of a whole)

Lesson 5 To
find a pattern,
using at least 4
different ways.

This is a problem
solving activity that
has a lot of scenarios.
It makes all acute
angles but some are
shaper than others.
Can you find a
pattern?

Extension can make a

right angle that is not 3,
6, 9,12 (5 to 8 on the
clock). They can also
8 students sit around a
circle. A continuous
piece of wool is passed
to every 3rd person until
it reaches to start. What
shape has this made?
Would it change if you
changed it to every 4th
person? Pridict what
shape it would make.
What if I added an
extra person?
Students keep a note of
what patterns were
made with what and
with every prediction
made, get closer to the
answer. Can they find a
reoccurring pattern?

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Reflection book.
Pose questions
such as:
- What are some
other things that
can turn around a
full circle? (wheels)
- what are some
things that can only
turn 90 degrees? (a
door).
- What are some
things that can only
go around half of a
circle?

Tamara Congdon Level 5 Angles

This activity was

designed by Maths 300
and was found on their
website.
Resources:
Lesson 1 - A4 Paper and Pencils, reflection diary
Lesson 2 Rockinthestandards (2008), Acute, Obtuse and Right Angles Song, retrieved
from http://www.youtube.com/watch?v=j8sF8k6-DnI
Lesson 3 Cameras, interactive whiteboard, categorising program, access to school
grounds
Lesson 4 clock, a circle made out of A4 paper
Lesson 5 - Maths 300 (2013), Hunting for Stars, received from
http://www.maths300.esa.edu.au/index.php?option=com_content&view=article&id=183

Week 2 this weeks focus is to introduce degrees. Investigate themselves how to measure
the degrees of an angle, then introduce protractor for accuracy. Estimation by sight is crucial
before confirmation is made.
Blooms Taxonomy Application (build, construct, experiment, solve, organise and identify)
Teaching
Focus

Engagement

Procedure

Pulling it
Together

Lesson 6 to
introduce
degrees and
design ways to
measure it

Watch a video on 360

degrees. This is about
a person who is trying
to do a 360 during
snowboarding. We
learn while he learns.
This video needs to
be fast-forwarded until
4mins37secs to get
the part we want
http://www.youtube.co
m/watch?
v=MfHDitPKuAc .

Using masking tape, get

students (either alone or
groups from 2-4) to draw a 90
angle on the floor.

Go around the
room what
groups came
up with? What
resources they
used?

Can anyone think why

its 360 degrees? A
possible theory is that
it takes close to 360
days for the earth to
travel around the sun.
So around a whole =
360. Draw a circle
with 360 up the top.
Ask if a whole is 360,
then what would a half
be? And a quarter?
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How do you know you are

accurate? Encourage students
to find a way to measure if this
is exactly a quarter of a turn
(90). Dont tell them this but
possible ways are:
- Get a clock face and put it in
the middle, is it aligned with
the 12 and 3?
- Get a compass and put it in
the middle, is it aligned with
the North and East?
- fold square paper carefully in
half, and half again, place it in
the middle
- measure with a ruler (you
would have to make a full
circle of this to know the part
you are measuring is correct)
Write an explanation of how

Reflection diary
Listen to a
song Come on
angles, dont
you tangle with
me by Peter
Weatherall
http://www.yo
utube.com/wat
ch?
v=yptZt9hwrz
U

Tamara Congdon Level 5 Angles

Associate these with

the right angle
terminology.

and why your measurement

would work and be accurate?
Extension: Would this be able
to measure 180 and 270 and
360 aswell? What would
happen if you didnt have a
clock face in front of you?

Lesson 7 To
use our own
measurement
tools to
measure
degrees and
be introduced
to protractors.

Refer to
Lesson Plan
for more
information

Start off with a song to

refresh our memory.
This song is engaging
because it has Dr.
Suess characters in it.
http://www.youtube.co
m/watch?v=vB9Fax9nAs
Remember what we
did yesterday. We
learnt about degrees,
that is, a unit of
measurement, used
to measure angles.
We know that 90 is a
right angle. What are
some things we used
to check if our right
angle was in fact 90?

Everyone get up. Turn 90 on

the spot, do it all together so
students can copy you. Alright,
back to start. Now turn 180.
And 360.
Now, the teacher asks the
students, what if I turned half
way between the 0 and 90? A
student is expected to say it
would be half of90 which is
45. The teacher then asks
how would you measure if I
was correctly on 45? Go back
to your tape from yesterday
and try to find a way. It is
expected that the is to fold
whatever you had in half.
After students have done this,
ask students to find 30.At level
and above level students
should know you can find this
out by splitting the 90 into 3.
Some students may need
direction into figuring it out.
Teacher then asks if all groups
were able to do it accurately
with their measurement tool.
Some may say yes, some no.
Form a discussion around
these answers.
Teacher then asks students to
estimate where they think 111
would be. Can you check?

Students come in as a group

to have a discussion that
although your measuring tools
are great way to estimate
certain angles, we cannot
measure all of them
7|Page

Because there
was lots of
discussions
today during
the class,
coming and
and discussing
it will tire the
students.
So I suggest
getting one
student to write
in the reflection
diary.

Tamara Congdon Level 5 Angles

accurately.
Teacher than introduces the
protractor to the students. A
big coloured A4 one. Explain to
students how to use it and
distribute one each to every
child.
Students use it to measure
111. Teachers give them one
more angle to find.
The rest of the lesson can be
spent on decorating their
protractors. Emphasis that it is
important to not go over the
numbers. The protractors will
be laminated so they dont get
damaged. It is good to give the
students time to colour and
make it their own so they can
familiarise themselves with it
and personalise it so it holds
meaning to them.
Lesson 8
(double
lesson) Using
ICT to
measure and
create angles

This is how we
measured an angle in
real life, weve done
this. Today we are
going to be exploring
these concepts using
the computer.

Using dynamic geometry

software to create and
measure angles is part of the
curriculum.
The students explore several
sites where they can measure
and create and generally play
with angles.

Reflection
diary.

Lesson 9
using our
protractor to
measure
degrees in the
environment

Remember the photos

we took last week
from around the
school, well we are
going to use them
again.

Know knowing what degrees

are, look at the photos you
took in lesson 3 and estimate
their degrees. Go out to the
object and measure them
accurately using your
protractor.

Discuss how
easy/hard it
was using the
protractor to
measure real
life things.

What can we
do using ICT
that we cannot
do in real life?

Reflection diary
Hang these
pictures up with
the degrees
and the name
of the angle in
black bold
textas.
Lesson 10

8|Page

http://www.youtube.co
m/watch?
v=G65m7F5Fzb4
watch this video to

Use block letters to form your

name. Teachers may choose
to print each students name
out with a block letter font.

Reflection diary
on the name
and the game
Pose questions

Tamara Congdon Level 5 Angles

refresh your memory

and get ideas for the
next activity. This
video shows people
forming angles with
their bodies.
Copy the game in the
video. In groups, use
bodies to create
angles. Use a piece of
string to be more
accurate. Then the 3rd
person can measure
the angle using the
protractor.

TAMARA
Measure the degrees of each
angle. Can you start to see
symmetry pattern?
When this is done, decorated
and hung up, students will play
a game similar to this

I think this is important to

include this game because it
deals with angles, and having
to predict where the ball is
going to go.
If there is lots of time left,
teachers may choose to halve
class and other half can
practice measuring angles
(handout).

-Ask students
why is this
game hard?
-Where are the
angles when
playing?
-what do you
notice when it
bounces?
- Does it come
out of the angle
the same
degree as
leaving? (try
and get kids to
think of that
themselves
with careful
questioning).

Resources
Lesson 6 Weatherall, P (2009) Angles Music Video by Peter Weatherall. Retrieved from
http://www.youtube.com/watch?v=yptZt9hwrzU
Pbskidsgo.org (2008) Cyberchase 205 All the Right Angles part 3. Retreives from
http://www.youtube.com/watch?v=yptZt9hwrzU
Masking tape and any other materials the students may have used during their investigation.
Lesson 7 Heath (2012) TYPES OF ANGLES SEUSS SONG by Heath. Retrieved from
http://www.youtube.com/watch?v=vB9Fax-9nAs
Masking tape and any other materials the students may have used during their
investigation.
A full turn protractor on coloured paper
Laminator (for after class)
Lesson 8 Websites and programs to practice measuring angles and creating angles with
protractors on a computer.
Lesson 9 Printed copies of the photos taken from Lesson 3
Lesson 10 - AvyxInc (2010) MathTacular3-What's Your Angle.mov. Retrieved from
http://www.youtube.com/watch?v=G65m7F5Fzb4
-Sheet with block letters on it that spells each childs name
- Computer game as described above
Week 3 Students will be looking at angles in sports and shapes to deepen their
understanding of angles and the amount of different ways angles can occur. The students
will be asked to complete an assessment task in lessons 14 and 15.
Blooms Taxonomy Synthesis (build, formulate, design, develop, estimate, test,
elaborate)
9|Page

Tamara Congdon Level 5 Angles

Evaluation (criticise, decide, appraise, assess, justify, compare)

Teaching
Focus

Engagement

Procedure

Pulling it Together

Lesson 11 Recognising
angles in
sports

.Angles during sports:

lines on court,
bouncing off stuff,
angle of body (when
shooting a ball get a
child to hold this
position and other
students pick out
angles.

Get the students in the

gym (better than outside
because theres more
walls to bounce off) and
ask them to try and find as
many angles as possible.
Using bodies, balls, walls,
bats, equipment, lines.
Students work in groups to
brainstorm. Judging on
discussions and
observations by the
teacher, they might
choose to bring them in
after 10 mins, discuss
what they saw in a
particular setting, then
encourage them to think
about another one (what
angles your bodies make
during sports) and get
them to play and explore
for a further 10mins.
Encourage students to roll
the ball, bounce.

After each explore

session come in
and brainstorm
what groups have
found out (gym
might have a
whiteboard).
Making sure to
include the majors
1. Position of
participant
2. What balls do
when bounced on a
wall in different
angles? What
games do we need
this? Basketball
with backboard,
Down-ball etc
3. Lines of a court

Pool Table Activity

designed by Maths300.
Shooting from 45 angles,
how many angles does it
take to get the ball in one
of the holes? More details
with this, see the website
http://www.maths300.esa.
edu.au/index.php?
option=com_content&view
=article&id=187

Reflection diary

Lesson 12
practice
drawing
angles using
protractors

Remembering what
we did yesterday. Go
through this as a
class. Jobling, 2013
http://www.hittingtheta
rget.com/hittingthetar
get.php
Scaffold students that
if it hits a ball at 45
angle, it will come out
at a 45 angle. This
will help with the
activity
This could also be a
lesson on symmetry
and location.

10 | P a g e

Extension making an L
shape minigolf course,
mark out where the ball
can bounce. Design
obstacles in it, how will it
bounce off it?

At the end do the

reflection diary with
the question, how
will knowing this
information, make
you better at
sports? Discuss
these answers in a
circle.

Decorate pool table

and display them in
class.

Tamara Congdon Level 5 Angles

Lesson 13
(double
lesson)
Learning
angles that are
in shapes

Angles can be in
shapes too.
Look at these shapes,
circle te vertices, what
do you see thats in
common? They are all
acute angles.
Get in groups of 4.
With 3 people, make
a triangle with a piece
of string. Keep the
string tight and kneel
down so the triangle is
on the floor. The 4th
person goes to each
angle and measures
them, records them.
Add them up = 180

Individually, cut out 5

different triangles with
different lengths. Tear off
vertices and lay in a row.
The angle always equals
180, no matter what
triangle you use.
Measure the angles of
other shapes. Whats their
number add up to? Is it
equal to 180 like
triangles?
Students should gain lots
of experience measuring
and making shapes out of
angles, so a handout
wouldnt go astray.
Extension find the
missing number. If you
know what 2 angles of the
triangle is, can you work
out the other one?

Lesson 14
AND
Lesson 15
To complete
the
assessment
task

These next 2 final

classes on angles will
be on doing an
assessment.
I want you to teach
someone something
about angles, using
the information you
have learnt. This can
be to your friends or
family.
This must include:
- types of angles and
what their degrees are
- places you can find
these types of angles
- How to use a
protractor to find the
degrees on an angle
and how to make an
angle
- and how angles are
used in sports
- the most interesting
thing I found out

11 | P a g e

Students will be working

hard to get this
assignment done. They
should have a lot of
resources already made
up.
Students should practice
their time-management
skills with this project.
Struggling students may
choose to include only 3 of
this criteria listed on the
side.
Students and teacher
collaborates before
starting to make up a
rubric for this assessment
so they know what you are
marking them on.
Teacher assists students
who need help with
remembering what theyve
learnt to complete this.

Assessment:
Teachers will use
the rubric to mark
the work from the
students. The
students will have a
very good
understanding of
what they need to
do to get a good
mark.
Teachers will be
looking for:
- Estimates and
constructs an angle
-Records angles
using degrees.
-Measures angles
with a protractor.
- Identifies angles in
real life contexts
This list is taken out
of ACARA at level
standards by
AusVELS.

Tamara Congdon Level 5 Angles

was
The students have a
lot of leverage of how
they want to present
this.
- a poster
- a PowerPoint
presentation
- a video

Encourage students to
look at the maths
reflection diary to
remember what they
learnt and felt.

But it must include

pictures, diagrams
and full sentences.
Resources: Lesson 11 the school gym and some equipment.
Lesson 12 Jobling, S (2013) Hitting the Target: Learning angles through sports. Retrieved
from http://www.hittingthetarget.com/hittingthetarget.php
Education Services Australia (2010). Maths 300: Billiard Ball Bounces. Retrieved from
http://www.maths300.esa.edu.au/index.php?option=com_content&view=article&id=187
Lesson 13 paper to make shapes, scissors
Lesson 14 and 15 computer, Microsoft PowerPoint, photos, protractor, poster paper,
pencils/textas etc. to make their assessment task brilliant.

Assessment:
This is written in some lessons throughput this unit plan but is elaborated lessons 14 and 15 during their ass

References:
AvyxInc (2010) MathTacular3-What's Your Angle.mov. Retrieved from
http://www.youtube.com/watch?v=G65m7F5Fzb4
Education Services Australia (2010). Maths 300: Billiard Ball Bounces. Retrieved from
http://www.maths300.esa.edu.au/index.php?
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Tamara Congdon Level 5 Angles

option=com_content&view=article&id=187
Heath (2012) TYPES OF ANGLES SEUSS SONG by Heath. Retrieved from
http://www.youtube.com/watch?v=vB9Fax-9nAs
Jobling, S (2013) Hitting the Target: Learning angles through sports. Retrieved from
http://www.hittingthetarget.com/hittingthetarget.php
Maths 300 (2013), Hunting for Stars, received from
http://www.maths300.esa.edu.au/index.php?
option=com_content&view=article&id=183
Pbskidsgo.org (2008) Cyberchase 205 All the Right Angles part 3. Retreives from
http://www.youtube.com/watch?v=yptZt9hwrzU
Rockinthestandards (2008), Acute, Obtuse and Right Angles Song, retrieved from
http://www.youtube.com/watch?v=j8sF8k6-DnI
Weatherall, P (2009) Angles Music Video by Peter Weatherall. Retrieved from
http://www.youtube.com/watch?v=yptZt9hwrzU

Differentiated Learning:
Students will be in groups that range in learning ability so there will be different
thinking processes in them. It may be better if each group member has a role so they
are participating evenly (for example - estimator, measurer and scriber).
Teachers will go around to each group to see how they are going. They will pose
questions to make them think about and discuss within the group.
Extension
If groupsforare
earlier
theplan.
rest,Ithe
cantime
prescribe
I apologise
thefinishing
formatting
on thethan
lesson
hadteacher
a very hard
fixing it.them to
find an angle past 180 so they can really think about it.
They can think and design another way of measuring angles and test It out.

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Tamara Congdon Level 5 Angles

Lesson Plan
School: Runcorn Heights Primary School

Subject: Mathematics

Date: 24/08/2013

Level/ Topic: Level 5 Angles

Lesson 7 of a 15 lesson plan on Angles

Learning Intention:
To use our own measurement tools to measure degrees and be introduced to protractors.
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Tamara Congdon Level 5 Angles

Success Criteria:
1. To recognise there are other degrees in between the 4 big quarters
2. Be able to use own measuring tool for measuring angles
3. To recognise although its good to have your own, it cannot find all the
angles
4. To know what a protractor is for and what it looks like
AusVELS:
Level 5 Measurement and Geometry - Geometric Reasoning Estimate, measure and compare angles using degrees. Construct
angles using a protractor

Assessment:
Informal teachers walk around the room and give ideas to students if they are
stuck. Teachers can get a fair idea of the students understanding of angles from
what they can do, what they say and what questions they ask. The discussions and
justification of students answers will let the teacher know what aspects are being
thought about.

Formal The angles students are estimating tells the teacher if they are breaking i
up in their head before having a guess. The way the students use their measureme
tools and justifications of answers.
Resources:
- Heath (2012) TYPES OF ANGLES SEUSS SONG by Heath. Retrieved from
-

http://www.youtube.com/watch?v=vB9Fax-9nAs
Masking tape and any other materials the students may have used during their
investigation. A full turn protractor on coloured paper
Laminator (for after class)

Lesson Structure
Introduction

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Independent

Share Time

Tamara Congdon Level 5 Angles

Start off with a song to

refresh our memory. This song
is engaging because it has Dr.
Suess characters in it.
http://www.youtube.com/watch?
v=vB9Fax-9nAs
Remember what we did
yesterday. We learnt about
degrees, that is, a unit of
measurement, used to
measure angles. We know that
90 is a right angle. What are
some things we used to check
if our right angle was in fact
90?

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Everyone get up. Turn 90 on the

spot, do it all together so students can
copy you. Alright, back to start. Now
turn 180. And 360.
Now, the teacher asks the students,
what if I turned half way between the 0
and 90? A student is expected to say it
would be half of90 which is 45. The
teacher then asks how would you
measure if I was correctly on 45? Go
back to your tape from yesterday and
try to find a way. It is expected that the
is to fold whatever you had in half.
After students have done this, ask
students to find 30.At level and above
level students should know you can find
this out by splitting the 90 into 3. Some
students may need direction into
figuring it out.
Teacher then asks if all groups were
able to do it accurately with their
measurement tool. Some may say yes,
some no. Form a discussion around
these answers.
Teacher then asks students to
estimate where they think 111 would
be. Can you check?
Students come in as a group to have
a discussion that although your
measuring tools are great way to
estimate certain angles, we cannot
measure all of them accurately.
Teacher than introduces the protractor
to the students. A big coloured A4 one.
Explain to students how to use it and
distribute one each to every child.
Students use it to measure 111.
Teachers give them one more angle to
find.
The rest of the lesson can be spent
on decorating their protractors.
Emphasis that it is important to not go
over the numbers. The protractors will
be laminated so they dont get
damaged. It is good to give the students
time to colour and make it their own so
they can familiarise themselves with it
and personalise it so it holds meaning
to them.

Because there
was lots of
discussions today
during the class,
coming and and
discussing it will
tire the students.
So I suggest
getting one
student to write in
the reflection
diary.

Tamara Congdon Level 5 Angles

Differentiated Learning:
Students will be in groups that range in learning ability so there will be different thinking
processes in them. It may be better if each group member has a role so they are participating
evenly (for example - estimator, measurer and scriber).
Teachers will go around to each group to see how they are going. They will pose questions
to make them think about and discuss within the group.
Extension
If groups are finishing earlier than the rest, the teacher can prescribe them to find an
angle past 180 so they can really think about it.
They can think and design another way of measuring angles and test It out.

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