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Level

4/5

Unit

Geometry

Lesson

Lesson Objective

## Students will be able to identify acute, right, and obtuse angles.

Prior Knowledge

Students have learned about points, line segments, lines, and rays.
This lesson will help them see how these geometric figures form to
make different types of angles.

I Can Statement

## I can identify acute, right, and obtuse angles.

Common Core
Standards

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
Recognize angles as geometric shapes that are formed wherever two rays
share a common endpoint, and understand concepts of angle
measurement.
An angle is measured with reference to a circle with its center at the
common endpoint of the rays, by considering the fraction of the circular
arc between the points where the two rays intersect the circle. An angle
that turns through 1/360 of a circle is called a one-degree angle, and can
be used to measure angles.
An angle that turns through n one-degree angles is said to have an angle
measure of n degrees.

Resources/Technol
ogy

## Book: Sir Cumference and the Great Knight of Angleland by Cindy

Neuschwander
Geometry Booklets
Identifying Angles Worksheet
black, red, blue, and green markers

Procedures

## 1) Read Sir Cumference and the Great Knight of Angleland by

Cindy Neuschwander. Discuss acute, right, and obtuse angles as it
presents itself in the book.
2) Explain that an angle is measure in reference to a circle with its
center at the common endpoint of the rays. An angle that turns
through n one-degree angles is said to have an angle measure of n
degrees. Discuss 360 degrees if a full circle, 180 degrees a straight
line, 90 degrees right, less than 90 acute, and greater than 90
obtuse. Draw examples of acute, right, and obtuse angles in their
Geometry Booklets.
3) Play an angle version of Simon Says. Have students use their
arms to show examples of acute, right, and obtuse angles as you
shout out the different types.
4) Practice identifying angles using the Identifying Angles
Worksheet.
5) Assign Angles in My Name activity: Students will write their full
names on a sentence strip with a pencil. They will trace over their
name in a black marker. Then they will look at each letter and
search for all the angles. They will trace each right angle with red,
acute with blue, and obtuse with green. Show students an
example on the board with your name.

Assessment

## Students will be assessed by identifying the different angles

correctly within their name. Students will also complete a
Geometry test at the end of the unit.

Evaluation

## By introducing the concept of angles I realised that the students

knowledge needed to be refreshed. I will start from a revision point
of introduction and scaffold upon this. I have to consider the vast
differences in levels regarding the students abilities. The lesson
was effective, but the students would benefit from revising prior
knowledge.