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EDN5501 Assessment Task 7e Best Lesson Plan Sharon Gould

Day: Thursday Date: 31st Aug 2017 Time: 8.50-9.45 Class: 5/6

Subject: Mathematics Topic: Measuring angles using a protractor

Students Prior Knowledge and Experience:

Students can name the different types of angles. Students have been briefly introduced to the

Learning Purposes: Student Evaluation:

Lesson Aim: Using protractors to measure Observations of warm up activities and completion of
angles 180 or under. worksheet
Student responses- are their questions correct? Do
Outcome: Investigate, with and without their questions show that they are thinking about the
digital technologies, angles on a straight line, topic?
angles at a point and vertically opposite Worksheets- are the students correctly identifying
angles. Use results to find unknown angles and measuring the angles?
Preparation and Resources:

Resource Sheet- Using a 180 protractor. Printed 2 per A4 pg, and Mix and match angles cards
enough for class for groups of 4, cut up for students to match, pg 118-119
- Marshall, L. (2013) Australian Curriculum Mathematics resource book: Measurement and
Geometry (Year 6). Greenwood Australia; R.I.C. Publications Pp 120. ISBN 978-1-921750-96-
Worksheet- Angles, 1 for each student
OBrien, H., and Purcell, G. (2012) Maths Plus 5: Australian Curriculum Edition. South
Melbourne, Australia: Oxford University Press pp 66. ISBN 978 0 195519105
Worksheet- Measuring angles with 180protractors (printed double sided with Angles worksheet)
- OBrien, H., and Purcell, G. (2012) Maths Plus 6: Australian Curriculum Edition. South
Melbourne, Australia: Oxford University Press. Pp 4 ISBN 978 0 195519112
Additional worksheets for early finishers- edited version of measuring angles in a triangle
Maths playground measuring angles website
Interactive whiteboard
How to use a protractor powerpoint

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EDN5501 Assessment Task 7e Best Lesson Plan Sharon Gould

Timing: 55mins Learning Experiences:

Introduction/ Warm Up Activity:

10mins Revisiting prior lesson to see how students have recalled. Mix and match angles
(8.50-9.00) cards. Students work together to match the cards back up into the three columns.
Groups 3-4 There are three extra rows that the students havent done yet- leave these until
last and those groups that have finished the rest early can have a go at this task.
If all groups finish main section quickly, then move on early (give more time to
maths playground protractor or worksheets).
5-10mins Mark as a group, students give answers.
15 mins How to use a protractor- hand out A5 sheets to be glued into maths books with
(9.10-9.25) explanation of use of a protractor. Focus question: Does everyone have their
Whole of class protractor? If not can borrow teachers.
At front of classroom, teacher explains the use of a protractor using the
powerpoint presentation
Teacher then leads through examples using the Maths playground measuring
angles protractor. Teacher completes first example(s), then students can come up
and correctly align and read the angle, enter and check it.
(I do, you watch. You do, I watch)

15 mins Worksheets: worksheets to be handed out and explained to students. Students

(9.25-9.40) complete worksheets. Students that are struggling can work with teacher on the
Individual maths playground protractor up front. Students that complete worksheets early-
extra worksheet task, more complex- triangles

5 mins Closure:
(9.40-9.45) Look at a couple of the answers as a group.
Whole class Focus questions: What did we learn? What are some of the most important points
to remember when using a protractor to measure an angle?
Hand in worksheets to the teacher for marking.
Lesson Evaluation:
How engaged were students during each activity? Were any issues encountered by students with the
worksheets or with the teachers explanation of how to use a protractor?
How well did students do during their match up cards activity and on their worksheets at identifying
angles and measuring them? Are there particular areas that should be focused on for future learning
to consolidate their understanding?

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EDN5501 Assessment Task 7e Best Lesson Plan Sharon Gould

Lesson Evaluation:

The students were particularly engaged during the match up angles card activity. They worked well
together in their groups of 3-4 and completed the task much quicker than I anticipated. The students
seemed fairly engaged during the power point presentation, and very engaged during the Maths
Playground measuring angles online tool. They were excited to have a go themselves, and give input
during this activity. For the most part most students were engaged with the worksheet activity,
however this class were very talkative and I had to keep reminding them to quieten. Some students
struggled with measuring angles while others found it easy, and students often helped each other.

The main issue discovered by students was how to measure angles using the protractor if the line
wasnt long enough to reach the outside of the protractor. This was something I neglected to mention
earlier, and after a student brought it up very early into the worksheet activity I explained to the
students how to extend the lines properly so that they could read the angle. When I was marking their
worksheets I noticed that many students would be out by a few degrees, and this was due to their
poor attempts in extending the lines- either not straight, not lined up properly with the line, or not using
a sharp enough pencil to read accurately. If I was to redo this activity, I would probably add extra
pages to the powerpoint presentation explaining this, and lead them through an example on the board
showing them how to do this properly.

The students did very well in the match up cards activity, working together in groups to quickly and
efficiently complete the task. I had reminded them beforehand that everyone should be involved and
help, and this seemed to be the case. The students seemed to enjoy the activity and it was a good
introduction and warm up exercise. For the most part most students did quite well at completing the
measuring angles worksheet. The most common mistakes were mis-identifying the type of angle, or
reading from the wrong side of the protractor. Most students got the first sheet completed on both
sides, with about a third of the class having a go at the measuring triangle angles worksheet and a
few of those students completing it.

The areas that required further consolidation were how to correctly extend lines to measure angles,
which side of the protractor to read from to measure the angle correctly, identifying the type of angle
and how to correctly line up the protractor to read the angle. I passed this information on to my mentor
teacher, who was able to use it to introduce their next maths class by going over the correct use of a
protractor and how to use it to measure angles, doing examples on the board and getting students to
come up and show how to use a protractor with the large blackboard protractor and drawn examples.
When we were going around helping students during that next class, we made sure to focus on
checking that they were using the protractors properly based on what we had told them.

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