Angles in my Name

Date: December 13, 2017

Teaching Point/ Objective:

Lesson Goal:
Students will:
Classify angles as obtuse, acute, right and straight.
Explain that an angle is made by two rays with a common endpoint (vertex).
Use a protractor to measure angles which are presented in a variety of orientations to the nearest degree.
Create strategies to find missing angles without a protractor.

Overarching Goal:
Students will understand concepts of angles and measure angles.

Essential Question:
How can I determine angle measures?

Answer: I can determine angle measures by using all the angles in a shape or knowing the measure of a complete circle or straight angle.

Common Core Standards Met:

CCSS.MATH.CONTENT.4.MD.C.5
Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand
concepts of angle measurement:

CCSS.MATH.CONTENT.4.MD.C.5.A
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.

CCSS.MATH.CONTENT.4.MD.C.5.B
An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

CCSS.MATH.CONTENT.4.MD.C.6
Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

CCSS.MATH.CONTENT.4.MD.C.7
Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of
the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown
angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the
unknown angle measure.

SMP’s (Mathematical Practices)

2: Reason abstractly and quantitatively.
a. Compare your solution with the problem to verify its accuracy.
b. Use appropriate measurement tools to justify your solution.
3: Construct viable arguments and critique the reasoning of others.
a. Compare the equations or models used by others with yours.
b. Examine the steps taken that produce an incorrect response and provide a viable argument as to why
the process produced an incorrect response.
5: Use appropriate tools strategically.
a. Use protractors as appropriate.
6: Attend to precision.
a. Use mathematics vocabulary such as angle, ray, degrees, acute, obtuse, right angle, complementary,
supplementary, protractor, etc. properly when discussing problems.
b.
Vocabulary: Prep Work/Materials:

Academic Language: • 20 protractors • Includes technology

-Classify • 20 pieces of graph paper

-Measure • Pencils
• Rulers
Math Vocabulary • White boards
-Acute angle • Expo Markers
-Obtuse angle • Student math composition books
-Right angle (for exit ticket)
-Straight angle • Partner check questions
-Protractor
-Supplementary -
-Complementary

Prior Knowledge: Common Misconceptions:

• Students have had experience using a • Students may struggle to visualize the size of angles from
protractor to draw and measure angles. different perspectives. Encourage them to turn the paper to see
• Students learned academic vocabulary such the angle from other positions as they estimate its size.
as: acute, obtuse, right and straight angle.
• • Students may get the mathematical vocabulary mixed up.

• A right angle is an angle that point to the right.

• Two right angles represented with different orientations are not

equal in measure.

• In order to correctly use a protractor, one ray must be

horizontal, like a base.

• No angle can be larger than 180°.

• A right angle and left angle

• Students associate the word ‘right’ with directional language.

Workshop Model

Introduction (15 minutes)

Prior to the lesson:
students wrote the first 4-5 letters of their name on graph paper.

Review and model the steps for proper the use of a protractor.
What is a protractor used for?
How can I measure angles properly?
- Allow one student to show the class how to use a protractor to measure an angle.

Model/allow students to follow along with how to draw a 60 degree angle.

LESSON Intro. • Promotes higher-level thinking
“Today we will continue our investigation on angles and using a protractor
• Opportunities for students to
Your I Can statements are: initiate higher-order questions &
extend/enrich the discussion
1. I can use a protractor to measure angles.
2. I can explain why an angle is acute, obtuse or right. • Open-ended questions with
multiple correct answers
3. I can create a strategy to find an angle without a protractor.

Let’s start with a review:

With an elbow partner, please write down everything that you know about angles. You
will have 5 minutes to discuss. Be prepared to share at least one idea with the class.
After the discussions, allow pairs to share out what they know and write the information on chart
paper. (10 mins)

Class Activity:

(15 mins) • Fully aligned with instructional

outcomes
Class Task:
Students will draw one acute angle or one obtuse angle on paper. • Permits student choice

Students will switch papers with an elbow partner at table group, then measure each other’s • Appropriately paced to allow
angles. time needed to intellectually
engage with and reflect upon
Question students while they work.
learning
Is that a reasonable answer? (using protractor incorrectly)
Why do you think that?
How do you know your answer is correct?

Have student pairs share with another pair at their table, then have one or two pairs share with the
class.

Students will ask each other and have a written answer:

How do you know your answer is correct?
How can you prove your angle is obtuse or acute?

Small Group/Independent Work & Learning Tasks: (30 minutes)

(20 mins) • Students serve as resources for
one another
Small Group Task/Discussion: Is there a way to draw an an exact angle without using a protractor?
Allow group to try and draw an exact angle without using a protractor. • Cooperative learning when
possible
Walk around the room and prompt students to think about what 360 degrees looks like.
How can I use what I know about the factors of 36 and 360 to help me draw an angle without
measuring it?
How can you prove that you are correct?
Can you draw a picture to prove that?

Have at least 2 groups share their findings with the class.

 Differentiation:

Tier One Tier Two Tier Three

• use concrete examples
• highlight key operational
words
• Using peers as tutors or
instructional guides
• Using peers as tutors or instructional • Prompt students with guiding
guides questions
• Prompt students with guiding
questions
• Allow students to have visuals of
each type of angle

Reflect and Connect: (20 minutes)

• Opportunity for students to
Independent Performance/Assessment Task (2 lessons): consolidate understanding

Write the first four letters of your first name on the grid below without using any curves in your
letters. Measure each angle of your name with a protractor. 1) Label each angle’s measurements in
degrees. However, leave one angle blank on each letter. 2) Label each angle as acute, obtuse,
right, or straight.

Allow students to work on the task until time runs out. Stop students beforehand and do an exit
check.

Exit check:
At the end:
Call students to a community circle and ask:
What is one thing that you learned today?

Assessment: For observation notes/ checklist

• Integrated into instruction
Teacher formative assessment (note taking during student partner and group work, verbal -exit
check sharing/exit pass “What is one thing you learned?” • Students contribute to assessment
criteria
Student Performance Task Assessment Rubric:
• Students self-assess & are aware
of characteristics of high-quality
Attached*
work

• Specific & timely feedback

A P PP N

Measured each angle accurately
(100% correct)
Identify all angles as acute,
obtuse, right and straight
(100% correct)
Found two or more working
strategies to find unknown
angles without a protractor.
Measured most angles
accurately
(75-99% correct)
Identify most angles as acute,
obtuse, right and straight
(75-99% correct)
Found one working strategy to
find unknown angles without a
protractor.
Measured some angles
accurately
(50-74% correct)
Identify some angles as acute,
obtuse, right and straight
(50-74% correct)
Attempted to find one working
strategy to find unknown angles
without a protractor.
Unable to measure most angles
accurately (0-49% correct)
Unable to identify most angles as
acute, obtuse, right and straight
(0-49% correct)
Did not find a working strategy
to find unknown angles without a
protractor.