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You are on page 1of 9

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

6

Angles

2-3 weeks (~21 days)

Rationale:

In this unit Grade 6 students will learn about the different types of angles acute,

obtuse, right and straight. Students will be able to identify objects containing these

types of angles and be able to create these angles on their own. They will also be

able to estimate the measure of an angle using referent angles. Students will also

learn about the sum of the interior angles in a triangle and in a quadrilateral.

Angles are seen in our everyday lives so students will be able to connect to this

concept rather quickly. Students will be referred to the importance of angles and

when we use them slope of a hill, in woodworking and they are even used to

calculate the height of a mountain or other distant object.

This unit will approximately take two to three week and will be followed by the unit

on geometry and measurement where students will classify different quadrilaterals.

There will be various forms of formative assessments throughout the unit and a

summative unit test at the end.

Various learning activities will be included throughout the unit to suit the needs of

all students. Students will be able to measure the angles of objects in their everyday

live as well as objects drawn on paper.

Math Processes:

[C, CN, ME, V, R]

Communication: Students will receive the opportunity to communicate their

knowledge of angles several times throughout the unit with peers in a small group

or whole class discussion.

Connections: Students will make connections to the outside world and understand

that angles are an important concept used in our everyday lives.

Mental Mathematics and Estimation: Students will need to be able to estimate the

measure of an angle by using referents (such as 0, 45, and 90 degree angles).

Reasoning: Students will have to defend their estimate of the measure of an angle.

(Example: Since this is a 90 degree angle then this must be just under 90 degrees

since this angle is just a little smaller.)

Visualization: Visuals will be used throughout the unit to help students understand

what type of shapes and angles they are learning about and what a 90 degree angle

looks like etc.

Vocabulary:

- Acute Angle: an angle that is less than 90 degrees

- Right Angle: an angle that is exactly 90 degrees

- Obtuse Angle: an angle that is more than 90 but less than 180

- Straight Angle: an angle that is 180 degrees (straight line)

- Reflex Angle: an angle that is more than 180 but less than 360 degrees

- Measure of an Angle: what is the degrees of the angle

- Triangle: three sided shape. The measure of the interior angles is 180 degrees.

- Quadrilateral: four sided shape. The measure of the interior angles is 360

degrees.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

6

Angles

2-3 weeks (~21 days)

Protractor: Tool used to measure angles

Interior angles: The angles on the inside of a shape.

Angle: The amount of turn between each ray/arm.

Vertex: The corner point of an angle between two rays.

Ray/arm: The two straight sides

Adapted from Wiggins and McTighe (2005)

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

6

Angles

2-3 weeks (~21 days)

Established Goals:

GLO:

- Use direct and indirect measurement to solve problems

Understandings:

Essential Questions:

angles are an important part of our

everyday lives

protractors used to measure angles?

Why do we need to know how to measure

angles? When do we use angles outside of

school?

that the sum of the interior angles

in a triangle is 180 degrees

that the sum of the interior angles

in a quadrilateral is 360 degrees

how to draw an angle of certain

degrees

that the length of a ray does not

change to measure of an angle

Adapted from Wiggins and McTighe (2005)

1. Demonstrate an understanding of

angles by:

- Identifying examples of angles in the

environment

- Classifying angles according to their

measure

- Estimating the measure of angles,

using 45*, 90* and 180* as reference

angles

- Determining angle measures in

degrees

- Drawing and labelling angles when the

measure is specified

[C, CN, ME, V]

2. Demonstrate that the sum of interior

angles is:

- 180* is a triangle

- 360* in a quadrilateral

Subject Area

Grade Level

Topic

Length of Unit

(days)

School

Math

6

Angles

2-3 weeks (~21 days)

Resources/Materials Needed:

- Alberta Program of Studies and Achievement Indicators

- Students Angles Workbook: Shape and Space Part A: Angles

- Activities, worksheets and games needed throughout the unit

- Protractors

- Word Wall Words

Assessments

Learni

ng

Outco

mes

Title

Preassessm

ent

Q4Us

(quizze

s)

Type

Form.

Form.

Weigh

ting

N/A

N/A

(Formative

/Summativ

e)

SelfAssess

(exit

slip)

Assess.

as

Learnin

g

N/A

1. Demonstrate

an

understanding

of angles by:

-Identifying

examples of

angles in the

environment

- Classifying

angles

according to

their measure

- Estimating the

measure of

angles, using

45*, 90* and

180* as

reference

angles

- Determining

angle measures

in degrees

- Drawing and

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Assignm

ents

(31/SLO)

Exit

Slips

Observ

ations/

Conv.

Summ.

Form.

Form/

Summ.

Summ.

N/A

N/A

N/A

N/A

Unit Test

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

labelling angles

when the

measure is

specified

[C, CN, ME, V]

2. Demonstrate

that the sum of

interior angles

is:

- 180* is a

triangle

- 360* in a

quadrilateral

Adapted from Wiggins and McTighe (2005)

Math

6

Angles

2-3 weeks (~21 days)

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

6

Angles

2-3 weeks (~21 days)

Assessment

Tool Title

Preassessment

Outcom

es

Shape

and

Space

Measure

ment: 1,

2

You/Mini Quiz

Shape

and

Space

Measure

ment: 1,

2

SelfAssessment Checklist

Shape

and

Space

Measure

ment: 1,

2

Questions

from textbook/

Worksheet/

Assignments

Shape

and

Space

Measure

ment: 1,

2

Conversations

/ Observations

Shape

and

Space

Measure

ment: 1,

2

Brief Description

Fo

r

and quadrilateral is before we start the unit. We

will discuss some of the different degrees of

angles (right, acute etc) before we start the

unit.

N

A

N

A

N

A

N

A

N

A

outcome (or part of an outcome) I will have the

students fill in a mini quiz to see how well they

are doing. The students are told that it is not for

marks but it is for them to see what they should

know by now and if the teacher sees common

misunderstandings we can revisit the concepts.

These quizzes are to be done individually so

that the assessment is most accurate.

On the front of student workbooks are the

simplified version of the learning outcomes.

These will be reviewed at the start of the unit

and students are told to check these off when

they feel like they understand how to do a

certain outcome.

Students will be assigned questions from their

workbook almost every day. These questions are

necessary for students to do so that they keep

up with the information. Students will usually

receive time to do some of the questions in

class. The day after these questions are

assigned I will be doing a homework check to

see whether or not students have completed it

to keep them accountable for their work. I find

that once students start doing their homework

they do better in math.

Throughout the unit I will observe students

while they do their math work and answer

questions with the class. I will go around to

individual students to check in with them and

ask whether or not they understand the

concepts being taught.

Adapted from Wiggins and McTighe (2005)

AS

OF

School

Exit Slips

Shape

and

Space

Measure

ment: 1,

2

Unit Test

Shape

and

Space

Measure

ment: 1,

2

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

6

Angles

2-3 weeks (~21 days)

certain exit slips to again check in with them.

Students may be asked to answer several

questions on a piece of paper or asked to drag

their name on the smartboard to the label that

suits them best fully understand, somewhat

unsure, dont understand.

The unit test will be written at the end of the

unit. Students will be tested on their knowledge

concerning the first two outcomes in the Shape

and Space Measurement strand. There will be

various types of questions (multiple choice,

short answers, drawing, matching etc) to assess

what the students know. If students do poorly

and want a retest the option will be given to

them after they have come in to re-study the

material.

Adapted from Wiggins and McTighe (2005)

N

A

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

6

Angles

2-3 weeks (~21 days)

Dir stands for Direct instruction/whole class discussion; Act stands for Activity; As stands for Assessment

Monday Feb 22

Tuesday Feb 23

Wednesday Feb

Thursday Feb 25

Friday Feb

24

26

Finishing off with

Pattern and

Equations Unit

Pattern and

Equations Unit

Pattern and

Equations Unit

Monday Feb 29

Tuesday March 1

2

March 3

Review Fridays

class. Examples

of angles in our

environment

Math Spy Guys

Interactive

Video

Classify angles

Card Sort Acute,

Right, Obtuse,

Straight and

Reflex

Play: Teacher

Says: Include

Reflex, vertex

This is the

formative

assessment

Page 2-3

SS1

Whiteboards:

Sketching angles

without a

protractor and

estimating their

degree

Measure acute,

right, obtuse and

straight angles

with a protractor

Demonstrate that

length of rays

doesnt affect

degree of angle

Page 4-5

SS1

Sketch 45, 90 and

180 degree

angles

Measure reflex

angles with a

protractor

-Estimating using

Reference Angles

EXIT SLIP to

check for

understanding

Page 6

SS1

Measure angles in

various orientations

Start to draw and

label angles with a

protractor Group

work/First row to

have all their angles

drawn

I have Who has

Angle

Measurement

game.

- Assessmen

t game

Page 7

SS2 cont

Drawing

quadrilaterals with a

certain angle

Find the unknown

angle measure in

each Quadrilateral

-Finish the booklet

Page 11

REVIEW

Show What You

Know

SS2

Sum of the interior

angles of a

triangle= 180* use models and

examples to explain

this

Activity: Students

will receive triangle

shapes which they

will need to use to

determine the sum

of the interior

angles

Page 9

SS2

Sum of the interior

angles of a

quadrilateral = 360*

Activity: Students

will receive shape to

find the sum of the

interior angles of a

quad.

Page 10

Flex

unit: Angles

Students are

introduced to

protractor,

vertex, angles,

rays

Game: Teacher

Says

Acute/obtuse/

straight/right

Friday March 4

SS1

Continue with

drawing and

labelling

angles with a

protractor

Classify

Triangles

according to

the angle

measurements

Have groups

measure

angles in a

triangle and

describe to

the class what

they found

MINI QUIZ Assessment

Page 7-8

Wednesday March Thursday

9

March 10 Friday March 11

Adapted from Wiggins and McTighe (2005)

NO SCHOOL

PD Session

School

Subject Area

Grade Level

Topic

Length of Unit

(days)

Math

6

Angles

2-3 weeks (~21 days)

16

March 17 Friday March 18

REVIEW

Show What You

Know

Page 13-15

Unit Test Angles

Unit Part B?

- Types of angles description

o https://www.youtube.com/watch?v=UgfSwlqi4Qg

- Math Spy Guys (drag angle labels to appropriate angle, how to use a protractor, how to draw an angle

with a protractor:

o http://www.learnalberta.ca/content/mesg/html/math6web/index.html?

page=lessons&lesson=m6lessonshell16.swf

- Website Nice visual for the different types of angles:

o https://www.mathsisfun.com/angles.html

- Smart Exchange

- Teachers Pay Teachers

INTERIOR ANGLES OF TRIANGLES Interactive:

www.learnalberta.ca/content/mejhm/index.html?

l=0&ID1=AB.MATH.JR.SHAP&ID2=AB.MATH.JR.SHAP.ANG&lesson=html/video_interactives/angles/anglesInteract

ive.html

ANGLE Games - Online: http://resources.woodlands-junior.kent.sch.uk/maths/shapes/angles.html

Adapted from Wiggins and McTighe (2005)

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