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Measuring Angles

The document provides guidance for a series of math lessons teaching students to measure angles using a protractor by estimating angles, learning angle terminology, practicing drawing and measuring different types of angles, identifying parts of circles, and using properties of angles on lines and around points to find missing angles. The lessons include warm-up questions, modeling by the teacher, individual and partner tasks, and formative assessments of student understanding.

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midadhamza123
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32 views47 pages

Measuring Angles

The document provides guidance for a series of math lessons teaching students to measure angles using a protractor by estimating angles, learning angle terminology, practicing drawing and measuring different types of angles, identifying parts of circles, and using properties of angles on lines and around points to find missing angles. The lessons include warm-up questions, modeling by the teacher, individual and partner tasks, and formative assessments of student understanding.

Uploaded by

midadhamza123
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 47

Day 1 P…64, 65

• LO: To estimate then use a protractor to


measure angles in degrees
To recognise and use terms obtuse, acute
and reflex angles

SC: I can estimate then use a protractor to


measure
I can name my angles according to their
measurement
Starter

Can you mark the numbers 8500, 9999, 3120?


A protractor is used to measure angles.
Get your protractor ready
• How many degrees in a protractor?
• How many in half a turn?
• How many in a right angle

• Discuss these and show on a protractor how


180° + 180° = 360°, show right angle – a
perfect corner is 90°.
• Show how to hold the protractor so the
bottom line on the protractor lines up with
one of the lines forming the angle and is in
line with the 0°.
Distribute 3 different angles.
Children measure.

• Share and check answers, modelling


measuring each angle in front of the class.
acute, obtuse and reflex
How to measure angles
• https://
www.youtube.com/watch?v=Gzd_lsNwTOI
Answers
Plenary

• Use the Protractor tool 5.8.1b ( day 1 week 8 )


to put angles on the board one at a time:
acute, obtuse and reflex. Children estimate
each angle in degrees and ask them to classify
as acute, obtuse or reflex.
https://
quizizz.com/admin/quiz/5fb423184847f8001b
137da4/measuring-angles-with-a-protractor
Day 2 P: 66, 67
• .

LO: Use a protractor to measure angles, including of a


given size
Draw a specified given angle and measure it in
degrees
Compare angles up to 360°, including reflex angles

SC: I can use a protractor to draw angles of a


given size (in degrees).
I can measure angles using a protractor (in
degrees).
I can classify angles as acute, obtuse and
reflex.
Starter

Convert from meter to centimeter

• 3 meters

• 55 meters

• 36 meters
• What units do we use when measuring
angles?

Task 1
• Children work individually to draw an angle of
67° on paper using a ruler, protractor and
pencil.
How to draw an angle
• https://www.youtube.com/results?search_qu
ery=how+to+use+protractors+to+draw+angles
+
Task2
• Ask children to draw an angle of 155°,
labelling it clearly. Children swap paper with a
partner and use their protractors to measure
each other’s angles to check.
Model using a protractor.
Assessment
What kind of angle is this?
Day 3
• To recognise and identify angles that are
multiples of 90°
• To recognise that angles on a straight line total
180° and angles round a point total 360°
Starter
How long is each film?
‘guess the angle’
• Children play a game called ‘guess the angle’
in pairs. They will draw lines and angles and
guess it then measure them.
• Model drawing a horizontal line on the board
and another line at an angle to this part way
along the line. Measure both angles labelling
them clearly.
• Ask children to add the angles together
showing the total is 180°.
Rule
• Angles on a line add to 180°.
• Angles around a point add to 360°.
Plenary
• Ask children to prove angles on a line always
total 180°.
Day 4 P…69, 70
LO: Identify and name parts of a circle including
diameter, radius and circumference
Draw circles to a given radius using a pair of
compasses
Starter: find the missing angles on each
line, using Frog to count up.
Parts of a circle
Is it easy to measure the diameter?
Use a string to measure the circumference of the circles.
• Compasses
How to draw a circle
• https://
www.youtube.com/watch?v=aEnhQwuGgEU
Short Task
• Use the compass.
• Draw a circle with a radius of 6·5 cm.
• Say how long the diameter is and check it with
a ruler.
Page 69
Use the compass to draw a circle page 70
Plenary

Name the parts of the circle.


What is the diameter? Circumference? Radius?

What do we usually measure these in?


https://
quizizz.com/admin/quiz/5fb8fb999af12a001ec
1fad1
Day 5 P…71, 72
• To recognise that angles on a straight line total
180° and angles round a point total 360°
• Find missing angles using angles round a point
= 360° or angles on a straight line = 180°
Starter
• Find the missing angles round the points,
using Frog to count up.
• Screen 5.8.5b
• Click once to move the needle through 30°. Ask
children how we would know what angle it has made
with the ‘not-moving’ position. Draw out that we
would measure the angle with a protractor. This is
one of the things we have learned this week.
• Use a protractor to model measuring the angle on
the dial on the screen. Establish that it is 30°.
• Click again to move the needle through another 30
again and again.
.
• .
Click on Screen 5.8.5b ( week 8 Friday ). Explain
that this is a speed dial. The further around the
face the needle moves, the faster the car is going!
When the needle points straight up, the car is
stationary, it is not moving.
PAGE 71
Plenary

Show a large dial made from a card circle with a


card arrow attached to the centre by a split pin.
Move the arrow around and ask children to
estimate the angle it has turned. How far to the
half turn? How far to make a complete turn?

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