YEAR 6/7 MATHEMATICS UNIT - ANGLES 

GENERAL  ❖ Numeracy 
CAPABILITIES   ➢ Using spatial reasoning  
■ Visualise 2D shapes and 3D objects  
❖ Critical and Creative Thinking 
➢ Inquiring - identifying, exploring and organizing information and ideas  
■ Identify and clarify information and ideas  
■ Organise and process information 
➢ Reflecting on thinking and processes 
■ Reflect on processes  

ACHIEVEMENT  By  the  end  of  Year  7,  students  solve  problems  involving  the  comparison,  addition  and  subtraction  of  integers.  They  make  the 
STANDARD  connections  between  whole  numbers  and index notation and the relationship between perfect squares and square roots. They solve 
problems  involving  percentages  and  all  four  operations  with  fractions  and  decimals.  They  compare  the  cost  of  items  to  make 
financial  decisions.  Students  represent  numbers  using  variables.  They  connect  the  laws  and  properties  for  numbers  to  algebra.  They 
interpret  simple  linear  representations  and  model  authentic  information.  Students  describe  different  views  of  three-dimensional 
objects.  They  represent  transformations  in  the  Cartesian  plane.  ​They  solve  simple  numerical  problems  involving  angles  formed  by  a 
transversal  crossing  two  lines.  Students  identify  issues  involving  the  collection  of  continuous  data.  They  describe  the  relationship 
between the median and mean in data displays. 
Students  use  fractions,  decimals  and  percentages,  and  their  equivalences.  They express one quantity as a fraction or percentage of 
another.  Students  solve  simple  linear  equations  and  evaluate  algebraic  expressions  after  numerical  substitution.  They assign ordered 
pairs  to  given  points  on  the  Cartesian  plane.  Students  use  formulas  for  the  area  and  perimeter  of rectangles and calculate volumes 
of  rectangular  prisms.  Students  classify  triangles  and  quadrilaterals.  ​They  name  the  types  of  angles  formed  by  a  transversal  crossing 
parallel  line.  Students  determine  the  sample  space  for  simple  experiments  with  equally  likely  outcomes  and  assign  probabilities  to 
those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots. 
CURRICULUM LINKS  ➢ Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral ​(ACMMG166​) 
  ➢ Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal (ACMMG163)  
  ➢ Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning (ACMMG164) 

LEARNING SEQUENCE 
LEARNING   Diagnostic Assessment   Assessment  
SEQUENCE   
ONE    Recapping angles  
Learning Intention:   - Acute (<90) 
Students can  - Right (=90) 
classify angles as  - Obtuse (>90<180) 
acute, right and  - Straight (=180) 
obtuse.  - Reflex (>180<360) 
Furthermore,   
students will be able  Using a protractor  
to use a protractor.    
Activity (attached)  
Create your own waterslide  

LEARNING   Introduction to cheat sheet   SmartBoard  

SEQUENCE  - Students to rule line down centre of book and split page into sixths  Student Math books 
TWO  - What are supplementary angles? Angles that add to 180 degrees   Activity sheets  
Learning Intention:  - Demonstrate  
I will be able to  - Get examples from students  
identify  - Students to copy in book 
 complementary  - What are complementary angles? Angles that add to 90 degrees  
and supplementary  - Demonstrate  
angles.  - Get examples from students  
Furthermore, I will  - Students to copy in book 
be able to find the   
missing angle at a  Complementary activity sheet  
point.   Supplementary activity sheet   
Maze  
 
Challenge:  
1. Create a shape where all internal angles add up to 180 degrees. 
2. Create a 5-sided shape where all internal angles add up to 580 degrees.  

LEARNING   *create a set of parallel lines & transversal line with masking tape on students desks*  SmartBoard  
SEQUENCE  - What are parallel lines?   Student Math books 
THREE  - What is a transversal?  Activity sheets  
Learning Intention:   - Students to mark on masking tape. 
I will be able to   
identify a pair of  Cheat sheet:  
parallel lines and a  - What are corresponding angles?  
transversal line.  - Demonstrate  
Furthermore, I will  - Get examples from students  
be able to identify  - Students to mark on masking tape  
corresponding,  - Students to add in books 
alternate and  - Repeat process with alternate and co-interior angles  
co-interior angles.    
I will be successful  Corresponding activity sheet  
when I can identify  Co-interior/alternate activity sheet  
 such complex  Create Your Own City (attached)  
angles in real-life   
scenarios.  

DIFFERENTIATION 
EXTENDING STUDENTS:  

SUPPORTING STUDENTS:  
 

ASSESSMENT STRATEGIES 
 

REFLECTION/FOLLOW UP 
positives  Change in future 

★   ➶  
Create your own water slide activity:  
ANGLES AT ​INGLE FARM EAST ​WATER PARK 
You have just been selected to create the next water slide for Ingle Farm East Water Park. The directors of the park have a few requirements they 
need you to fulfil, but other than that, the rest is up to you!  
 
Requirements:  
- At least two 90° turns 
- At least two acute angles 
- Three straight, 180° angles 
- At least two obtuse angles 
- One 110° angle  
- One 72° angle   
- One 155° angle   
 
  ^ Miss A’s example  
 
Draw  your  water  slide from a bird’s eye view (as if you are looking down from the sky) in your ​Maths book. Make sure you use a p ​ rotractor​, a ​ruler 
and  a  led  pencil.  On  completion  of  drawing  your slide, label all the required angles, fill in the slide information box below and colour if you have 
time!  
 

Slide Name: Drench Level: ​/5 ​Thrill Level: ​/5 ​Speed Level: ​/5