Overview of Lesson

Mathematical Concept
Measurement and Geometry - Geometric Reasoning - Identify angles as measures of turn and compare angle sizes in everyday situations ACMMG064
No. Mathematical Learning Intention Teaching and Learning Resources Assessment &
Feedback
1 Pattern Blocks - Construct two-dimensional patterns from pattern blocks. Pattern blocks Check students
Students create, describe, and draw patterns, - Recognise that two-dimensional shapes may fit together along Pencils don’t have gaps
using pattern blocks. their sides or at their corners. Paper in knowledge
- Copy two-dimensional shapes in various orientations. (names of
shapes/corners)
2 Windmill Patterns - Identify examples of angles as corners of two-dimensional Pattern blocks Check students
Students make windmill patterns by fitting shapes. Large magnetic create patterns
pattern blocks of the same colour around a point. - Compare corners according to their angular size. shapes for IWB off 1 point.
They use the patterns to compare the sizes of the Pencils
pattern block corners. Paper
3 Square Corners - Identify examples of angles as corners of three-dimensional Pattern blocks Observe: can
Students look for right angles in their classroom. objects. Bent straws students find
They make drawings of the angles and use - Recognise right angles in the classroom. Coloured pencils right angles in
different methods to measure and compare the - Explain why an angle is a right angle. Pencils the classroom?
angle of the object and the drawn angle. Paper Exit tickets
4 Acute and Obtuse Angles - Identify examples of angles as corners of three-dimensional Pattern blocks Workbooks: Are
Students look for acute and obtuse angles in the objects. Bent straws students able to
classroom. They make drawings of the angles, - Identify acute and obtuse angles in the classroom. Pencils describe the
compare the angles with the corners of pattern - Explain why an angle is obtuse or acute. Paper difference
blocks, and classify the angles according to size. between angles
5 Angles in Geometrical Patterns - Identify and copy examples of angles as corners of two- Bent straws Worksheet: Can
Students find and label acute, obtuse, and right dimensional shapes. Geometric pattern students identify
angles in a pentagram or octagon pattern. - Identify the arms and vertex of an angle. activity sheets different angles
Students draw and measure the angles. - Identify acute, obtuse, and right angles. Coloured pencils amongst
different
shapes?
 Lesson plan
Lesson Focus Mathematical Concept Year Implementation
Measurement and Geometry Level Date
Square Corners
Students look for right angles in their Geometric Reasoning 3 Lesson duration
classroom. They make drawings of the
60 minutes
angles and use different methods to
measure and compare the angle of the
object and the drawn angle.

Prior knowledge of learners

This is the third lesson in the unit of work, this is the first lesson where students will be discussing the
concept of angles in detail, along with the metalanguage used when learning about, and using angles. The
previous lesson exposed students to the use of shapes, and how they fit together at their corners. The
previous lesson provided the opportunity to familiarise students with the use of different shaped blocks,
describing their features and manipulating them to make different shapes. It also brought students attention to
the corners of shapes, and the different size of corners.

Links to Curriculum

At the end of year three, Students recognise angles in real situations.

Identify angles as measures of turn and compare angle sizes in everyday situations ACMMG064

Learning objectives (Declarative - knowledge) Learning objectives (Procedural – skills)

At the end of this lesson the learners will know: At the end of this lesson the learners will be able to:

- Angles are formed where 2 sides of an object or - Identify examples of angles as corners of three-
shape meet to form a corner dimensional objects

- Right angles can be found in the classroom - Recognise right angles in the classroom

- Right angles are formed from 2 lines going in a - Explain why an angle is a right angle
straight direction
Assessment and evidence of learning

Check for understanding during lesson:

“Explain what a right angle is to Show. Mrs. D’s class”

Draw or write 1 place in our classroom where you can see a right angle

Key Resources

• Pattern blocks
• Bent straws (straws and pipe cleaners)
• Coloured pencils
• Pencils and math book

1. Lesson Introduction
Timing What you will do
Ensure all students are facing the board, desks free of distractions.

Recap previous lesson

2. Discuss what an angle is. Use the bent straw to show that an angle has two lines and a point.
Explain that the mathematical terms are arm and vertex.
What angles can you see in this classroom?

*During this section, refer to different representations of angles: the straw, the shapes and drawn
lines on the whiteboard.
2. Lesson Body
Timing What you will do
I do
1. Introduce the term right angle or square angle. Discuss the characteristic of the size and shape
of the angle, why do students think it is called a right angle or square angle.

2. Hold up objects which have right angles, then point out the whiteboard, how the lines of the
sections create a right angle. Ask students where else they can see right angles
- Students find examples of right angles in the classroom.

3. Discuss which pattern block has right angles. Ask students to separate the shapes that they think
have right angles.
* Draw the shapes that have right angles
What does it mean to say that a corner is “square”?

4. What similarities do students notice between the objects, and the shapes?
Bring the conversation back to the description of a right angle,

What does it have to do with squares?

5. Demonstrate how to bend a straw into a right angle by folding the straw over one corner of a
square pattern block.

6. Select one of the suggested examples of a right angle and use the straw to demonstrate that the
angle is the same size. If possible, check by holding the pattern block against the angle.

7. Draw the object and model how to use the bent straw to compare the drawn and the actual angle.
Supported You do

Have your students work in pairs:

1. Search for objects or locations that have right angles in the classroom
2. Make a sketch of the object and mark the angle(s) in colour
3. Use the bent straw and the square pattern block to check that the drawn angle is the correct
size.

**Support students by using a template with 6 spaces, ensuring students draw their objects at an
appropriate size, and they can visually see when they have enough – students can extend
themselves by drawing on the back as well.

Check for understanding:

- Have students drawn an angle with both lines meeting at the corner.

- Were students able to use the bent straw or pattern block to compare the size of the angle on the
object with the size of the drawn angle.

- Were students able to see the right angle in real objects?

To support students understanding, use tape to clearly mark out the right angles. Put the tape along
windows, the whiteboard, the open door (tape on the floor and door edge). (Include any places the
students need support with)

How many right angles do you think there would be in this room?

Before students leave for lunch:

Exit ticket – “Explain what a right angle is to Show. Mrs. D’s class”