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Post vocabulary on a Word Wall or board and refer to the vocabulary during the lesson.
Lesson Segment 1: Where are examples of angles found or used in the realworld?
Guessing game: Tell students you are thinking of a geometric idea and that you
will point to some examples of that idea in the room. When they think they might
know what the idea you are thinking of is, they may write the idea down. After
pointing to several examples that suggest where an angle might be formed, ask for
responses. Ask students to describe attributes for some of the angles you pointed to
such as where the vertex point might be, or where the line segments are which form
the angle. Show the math symbol for angle.
Have students use Two-color Circular manipulative to show attributes such as acute,
obtuse and right as you ask them to. (A two-color manipulative can easily be made to
allow the students to demonstrate angles. Make a cut in two different colored small
plastic plates from the circumference to the center of the plate. Slide the two plates
together at the cut.)
Have students re-sort the angles into acute, right and obtuse categories (if they did not
originally do so) and write the category on the back of the card.
Lesson Segment 3:
Use the Measuring Angles investigation worksheet and protractors to become more
familiar with the protractor and to measure angles.
Practice:
Make a three column foldable (as shown below). The back side of the foldable can be
labeled Measuring and Classifying Angles. Have students use their protractors to
measure each of the angles from the sort cards. Then have them use the protractor to
sketch the angles in the appropriate column on the Foldable and label the measure of
each angle.
Acute <s
Obtuse <s
Right <s
Using the Two-Color Circular manipulative again, call out angle degrees and have the
students rotate the sections of their plate to show an estimation for the measure.
Students will enjoy practicing angles measures using a virtual protractor by going to
this site:
http://www.kidport.com/Grade6/Math/MeasureGeo/MeasuringAngles.htm
Assessment: Have students complete the quiz attached
Angle Sorting
Cut the angle cards apart. Sort them into three categories and write the rule
for each category. Your categories cant refer to angle positions such as upside-down, left or right.
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Measuring Angles
Name_____________________
C
B
A
0
1) What is an angle? Use the circle drawing to help you understand and explain.
2) How can angles in circle A be the same size as angles in circle B and C when they
look wider?
3) When you turn around in a complete circle, you have traveled 360 degrees.
Degrees are used to label the distance of a turn. Use a colored pencil to trace the
line and label the degrees to show where each of the following turns would stop.
Begin at 0 each time. Each line represents a turn of 15 degrees. The degrees are
the measure of the angle.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
A
A
A
A
A
A
A
A
A
A
15 turn
30 turn
45 turn
90 turn
120 turn
180 turn
210 turn
270 turn
315 turn
360 turn
C
B
A
4)
5)
Find the mark on your protractor that would represent the center of the circle.
Where is that mark? This is the vertex point mark.
6)
Find the mark on your protractor that would represent 0. Where is the 0 mark?
7)
8) Each angle sketched below represents a turn. Place your protractor so the center
mark is on the vertex of an angle. Line one of the segments up pointing to the 0
mark. Now find the mark where the other line segment is pointing. How many
degrees is the angle?
Name __________________
1.
2.
3.
4.
5.
Measuring Angles