

Summary: By the end of this activity students should be able to identify three types of angles, know that angles are measured in degrees, and be able to measure angles using protractors or angle rulers.
Materials:
 2 balls of yarn
 AZ cards
 12 angle cards
 Rulers
 Overhead projector
 Angle rulers
 Protractors
 Pattern blocks
 360degree Circle
 Whiteboards
 Dry erase markers
 4” Angle manipulative
 Large angle manipulative
 Angle Assessment
 Crayons
 White art paper
Additional Resources
Media
 FindtheAngle Pro Ruler: Item #FA779 Lakeshore Elementary 200708 18007784456
http://www.lakeshorelearning.com
 AngLegs Item #DG205057TS Summit Learning 18007778817 summitlearning.com
 Basic Geometry Blackboard Topper. This is a chart to display in your room for a quick review
of line concepts. (It includes lines, angles, polygons, and solid shapes) Summit Learning
18007778817 or online at www.summitlearning.com. Item Number DG20368ITS
Attachments
Web Sites
 Math Open Reference
This website features explanations and examples of each type of line, plus an interactive features which allows students to manipulate lines to make lines, line segments, perpendicular, parallel, and intersecting lines.
 Ambleweb
This is a website published by an elementary school. It was many interactive activities dealing with geometry. Try the one on measuring angles.
Background For Teachers: Prior knowledge needed to complete this activity: Be able to
identify parallel, intersecting, and perpendicular lines. By the end of
this activity students should be able to identify:
Right angle: A 90degree angle
Acute angle: An angle that is less than 90 degrees
Obtuse angle: An angle that is greater than 90 degrees
Know that angles are measured in degrees and develop
benchmark angles (e.g. 45 degrees, 60 degrees, 120 degrees) and be able to measure angles using protractors or angle rulers.
Intended Learning Outcomes: 5. Connect mathematical ideas within mathematics, to other disciplines, and to
everyday experiences.
6. Represent mathematical ideas in a variety of ways. Instructional Procedures: Invitation to Learn
Divide class into two groups. Have them stand arm length apart
in a circle. Give each group a ball of yarn. Instruct them to pass the
yarn to make a web. They may not pass the yarn to the person next
to them; encourage them to pass across the circle as much as possible.
Each child needs to hold onto the yarn and not let go. When they are
all holding onto the yarn have them carefully lay their web down on
the ground, stretching it slightly so the yarn is in straight lines.
Review parallel, intersecting, and perpendicular lines by finding
them within the web. Have students identify the places where the lines
intersect and mark them with points. Explain that when two lines
meet together at one point we call that the VERTEX and that the lines,
which are called rays, extending from the vertex form an ANGLE.
Now look at the web to see if you can identify angles. Review how
lines are named by points. Explain that angles are named using
three points, with the vertex point always in the middle (ABC) and
that we use this symbol < for angle. (Instructional Procedure
 Classifying Angles (Right, acute, obtuse)
Before the lesson prepare 12 angle cards. Use cardstock and draw
one angle on each card–make 4 right angles, 4 acute angles,
and 4 obtuse angles. Label the points and write the angle name
(example: Place the angle cards on the board. Ask the class to carefully
examine them and see if they can classify them into three
groups. Have students come to board and move the angle
cards into three groups. Continue working until students have
correctly grouped them into right, acute, and obtuse angles.
Write the name of each type of angle above the cards. Have
class practice reading the names and identify the characteristics
of each.
 Identifying Angles
Put students into small groups or partners. Give each group a
set of pattern blocks.
Tell them they need to look at each type of pattern block and
identify the types of angles on each. Give each student a piece
of art paper. Have them divide it into three sections labeled:
Right Angle, Obtuse Angle, and Acute Angle. Have them trace
the angles of the pattern blocks into the correct section.
 Identifying Benchmark Angles using fraction circles
Give each student a copy of the 360degree Circle worksheet, which
has been copied on cardstock.
Discuss how a circle has 360 degrees. Link it to skateboard and
snowboard tricks like the 180 and the 360. As you discuss each
one have the students find it on their 360degree Circle worksheet.
If you divide a circle in half how many degrees to you have?
180. Have them jump and spin and try to land at 180 degrees.
Now start at 0 degrees on your circle and trace your finger around
to 180 degrees. What about a half of the half? That would be 90
degrees. Jump 90 degrees at a time and see if they can figure
out the degrees–link it to the 9 times tables. So if you could
jump all the way around you would be doing a 360!
Have students put away their 360 degrees Circle paper so they cannot
see it during the following activity. Give each student a piece
of 9 x 12 art paper. Put students into partners and give each
group a set of fraction circles cut out of foam board. You need
to have a whole, halves, fourths, eighths, sixths, and thirds.
Have students fold their art paper to make four boxes. Have
them trace their whole circle in each of the boxes on the front
and in two boxes on the back. (Total of 6 boxes)
Work with students to identify the benchmark angles.
Begin with the whole circle. Review how many degrees are in a
complete circle. Write: “A whole circle has 360 degrees”. Ask
how much of the circle 180 degrees would be. Have them find the
fraction pieces that would cover half the circle. In the second
box have the students trace the halves onto the circle, write
180 degrees on the circle in the correct place, trace the 180degree angle in
crayon and shade it in. Above the circle write “180 degrees is
half the circle.” (You can also teach your students that this is
called a straight angle)
Note: As you do these fraction pieces make sure they lay the
first fraction piece so its baseline is on the 0 degree line of the
circle, this will form the angle correctly.
Continue with 90 degrees. Remind them how far they had
to jump. How could you relate 90 degrees to a fraction of
your circle? Lay your fraction pieces on your circle and see
which ones correspond to 90 degrees on the circle. Find the
fractions that would make 90degree angles. Trace the fourths,
highlight the first onefourth, and label 90 degrees on the circle and
then above the circle write “90 degrees is 1/4 of the circle”. As
you work through the rest of these angles have the students
compare them to the 90degree angle to give them a reference point.
Repeat for 45 degrees, 60 degrees, and 120 degrees.
 Make an angle manipulative. Give each student two 1” x 6”
strips of oaktag and a fastener.
Draw a ray on each strip. Mark an endpoint on each ray,
then put the strips together to form a vertex and put the
fastener through them. Make a larger version for you to use
to demonstrate on the board. Have them look at their fraction
circle papers and try to reproduce the angles using their angle
manipulatives.
 Formative Assessment: Have students use whiteboards or
white art paper and crayons. Example: Draw two angles, one
90 degrees and one 45 degrees, on the board or overhead. Instruct students
to copy the 90degree angle. Have them hold up their white boards
or papers to check. Continue with other angle comparisons;
include right, acute, and obtuse angles also.
 Measuring Angles using an angle ruler or protractor
Show students an angle ruler and a protractor; explain that
these are the tools we use for measuring angles. Demonstrate
how they work. Put students into partners and let them
experiment with the tools. Draw different angles on the
overhead and measure them. Have students draw and measure
them with you. Have students use their angle manipulative.
Have them work in partners. One student will make an angle
using their manipulative; the other student will use the angle
ruler or the protractor to measure the angle.
 Play “What’s Your Angle?”
Draw angles on the board or overhead. Have students estimate
and write down the angle’s degrees. Then have students come
up and measure. If their estimate is exactly correct they get 10
points. Deduct one point for every degree they are off—if they
are one degree off they will get 9 points, continuing down to
9 degrees off they will get 1 point, 10 or more degrees off they
will get 0 points. Variation: Play STOP! Use a large angle manipulative on the board. Tape the bottom ray so that it stays
at 0 degrees. Identify the degree of angle you want to make. Choose
a student to come to the front. Their job is to yell, “STOP”
when they think you have made that degree of angle. They can
solicit help from the other students. Move the other ray slowly
(remember that angles are measured going counterclockwise)
The student yells stop when they think you have reached the
correct degree. Tape the ray down and measure the angle.
Choose your “winner” criteria before starting. Example: They
have to be within 5 degrees to win. If they win give them a
small treat.
Extensions:
 Struggling learners can be paired with more advanced learners
 Angle Tangle: Assign students to draw 57 straight lines with
several intersections. Then connect the endpoints of the lines. Mark
the angles created within in the design and color code them by right,
acute, and obtuse angles. Color the rest of the design.
 String Art: Do a line design but give students string, oaktag, and
safe plastic needles. Have them make the design using the string.
 Use AngLegs sets which include connecting pieces to form angles
and a protractor that attaches to the pieces for independent practice in
measuring angles.
 Integrating Technology: Take a digital camera and take your
class on an “Angle Hunt”. Have them identify angles in architecture,
machines, nature, etc. Take photographs of the students and the
angles. Use them to make a Power Point presentation.
Family Connections
 Have students enlist the help of their families to go on an “Angle
Hunt” at their homes. Have them find and describe at least one
example of each type of angle.
Assessment Plan: Use the Angle Assessment blackline as a final assessment.
Bibliography:
John Sutton, J., Krueger, A., (2002). EdThoughts: What We Know About Mathematics
Teaching and Learning, (92).
Brain research demonstrates that: the more senses used in
instruction, the better learners will be able to remember, retrieve,
and connect the information in their memories. Physical experiences
or meaningful contexts can provide learners with strong blocks for
building knowledge. Providing our students with many different
types of activities will help them learn the concepts or skills we are
presenting.
Marzano, R.J., Pickering, D., & Pollack, J.S. (2001). Classroom Instruction that Works:
research based strategies for increasing student achievement. ASCD, Alexandria, VA.
This text identifies instructional strategies most likely to lead
to improved student learning. It looks at the research and theories
behinds these strategies and gives suggestions for implementing in
the classroom. One of the strategies discussed is kinesthetic activity that uses physical movement to generate an image of the knowledge
in the learner’s mind. Physically making things such as geometric
shapes helps students connect terms and definitions to the actual
things. Drawing pictures or symbols is also a powerful way to generate
nonlinguistic representations in the mind.
Author: Utah LessonPlans
Created Date : Jul 11 2007 10:24 AM
