Intended Learning Focus/Intentions (taken directly from Victorian Curriculum
documents): Content strand(s): Measurement and Geometry Sub-strand(s): Location and Transformation, Geometric Reasoning
Level content descriptions:
Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114) Estimate, measure and compare angles using degrees. Construct angles using a protractor(ACMMG112)
Proficiency strand(s):
Understanding Fluency Problem
Solving Reasoning
TESSELLATIONS; Describing different ANGLES: Using instruments to measure different
transformations angles
Common Success criteria - Key Equipment / resources:
misconceptions skills to develop and Shapes (related to the practise (observable Glue mathematical capabilities) Scissors Protractors idea/topic): Create a pattern that can go Tessellations are repeated on forever Tape patterns- not different shapes Create a pattern that has no that fit together without gaps repeating Create a pattern where no Reading the wrong side of a shapes overlap protractor Identify a straight, acute, Not beginning from zero on a obtuse, reflex and right protractor angles. Understand that a straight line has a degree of 180 and a right angle is 90. Recognise angles have an arm and a vertex. Understand the position of an angle does not change its degree. Use a protractor to accurately measure angles
LI: I can understand how to create a pattern with Students create their own tessellations by cutting one or more shapes, making a tessellation out shapes (supplied on template) and gluing in SC: book Create a pattern using a regular shape Understand key vocab Have a go at creating a pattern using an irregular shape
LI: I can understand how to create a tessellation Students to cut out shapes from worksheet and using both regular and irregular shapes create their own tessellations- continue on from SC: previous lessons activity If my shapes do not overlap Students to use extension worksheet to provoke If I create a pattern (tessellation) with no gaps thinking If my pattern can continue on forever Students to find irregular shapes around the If I can identify and use irregular shapes that learning space/ use learning space for ideas to tessellate create a tessellation which is to be drawn into students workbook
LI: I can identify and compare different types of Students to create angles by using two arrows and angles spinning them so that they face different directions. SC: These angles should be drawn into the workbook Identify a straight, acute, obtuse, reflex and right and annotated with the type of angle angle Identify that a right angle is 90 degrees LI: I can recognise the features of an angle and Students are to create and label angles through identify an angle according to its characteristics writing their name in capital letters across their SC: page. Recognise angles have an arm and a vertex Annotate; what part of each letter are the Understand that a straight line has a degree of 180 arms/rays? Where is the vertex? What type of and a right angle is 90 angles are there and how do you know? Identify a straight, acute, obtuse, reflex and right angles
LI: I can estimate and use a protractor to accurately Students create angles by sticking strips of tape measure angles across their page SC: Students label every angle they can locate with Successfully use a protractor to find an angle angle type, estimation of measurement and actual measurement
LI: I can use a protractor to accurately measure Students to complete a worksheet to measure angles angles SC: Some angles have a protractor overlay so that Understand the position of an angle does not rather than measuring the angle, students are change its degree learning how to read a measurement on a Use a protractor to accurately measure angles protractor when measuring an angle, other angles require measurement with use of a protractor
LI: I can identify types of angles and use a EDIT- Revise angles and measurement using a protractor to accurately measure angles protractor SC: Students and teacher to work together in finding the measurement of an angle with protractor Identify a straight, acute, obtuse, reflex and right overlay- students to work on a new worksheet with angles. protractor overlays and angles that need to be Understand that a straight line has a degree of 180 measured and a right angle is 90 Stickman angles activity where the angles on the Use a protractor to accurately measure angles stick man need to be identified and measured EDIT: Re- visit the need in this lesson Consolidation- investigation of learning spaces, LI: I can. drawing and labelling all possible features on these SC:... angles
LI: I can show my understanding of angles through POST ASSESSMENT TASK
completing a post assessment SC: Attempt every question on my assessment I use my knowledge of the different types of angles and knowledge of how to use a protractor
PRIORITISED STANDARD(S) - Students will be able to estimate, compare and measure angles using degrees.
LEARNING INTENTIONS
I can identify and compare different types of angles.
I can recognise the features of an angle. I can estimate and use a protractor to accurately measure angles. I can draw different types of angles. SUCCESS CRITERIA I will be successful if I: Identify a straight, acute, obtuse, reflex and right angles. Understand that a straight line has a degree of 180 and a right angle is 90. Recognise angles have an arm and a vertex. Understand the position of an angle does not change its degree. Use a protractor to accurately measure angles.
PRIOR UNDERSTANDING I can successfully:
Compare angles and classify them as equal to, greater than or less than a right angle.
2. Identify a straight angle somewhere in Senior Blues learning space
Draw/label here.
3. Find an acute angle within our learning spaces. Draw, measure and label the angle type. 4. Find a clock/watch somewhere in the learning space and draw the clock below. Identify the type of angle between the hour and minute hands. What type of angle is on the opposite side to the angle you just identified? Write answers below.
5. What type of angle is the angle on the inside of the green couches? Can you measure this angle? After measuring, draw that particular sized angle below.
6. Where a table leg meets the ground creates a 90 degree angle. Accurately draw a 90 degree angle
7. Identify and measure an angle of your choice on the orange furniture (but not a 90 or 180 degree angle). Accurately draw the angle below. 8. What other angles can you identify within our learning spaces, measure and accurately draw? Can you find any obtuse or reflex angles and if so, where? Draw them below/in your workbook.
PROFICI NUMERACY - GEOMETRY - ANGLES
ENCY SCALE
ASSESS DOCUMENT MENT
ALEX Learning Intention TOOL TIME- Bigger, smaller, equal
TEACHI I can identify and compare NG Time- 60 minutes different types of angles Curriculum area and topic- Geometry- angles WORKS Success Criteria Task HOP(mi xed) Discuss angles- invite students to discuss what they already know, brainstorm ideas (including Monday what do angles show?) 11.30a Model and explain 5 types of angles; acute, right, m obtuse, straight, reflex I will be successful if I: Video to clarify CONFER Identify a straight, acute, Students to create angles by using two arrows ENCING obtuse, reflex and right (draw in workbook) and annotate with type of angles angle Co-construct with students. Possible: partner to check, if they disagree to write their name underneath and type of angle they think it is Resources https://www.youtube.com/watch? v=RGogvHpUUgY Arrows Assessment Collection of workbooks Anecdotal notes Way of learning- ability grouped- in pairs
ALEX Learning Intention PLAN
TEACHI I can recognise the TOOL TIME- circle counting patterns, students throw ball NG features of an angle and to each other and say next number in counting pattern WORKS Time- 60 mins identify an angle HOP(mi Task- xed) according to its Discuss and model: vertex, arm (ray), imagery Tuesday characteristics related to angles- box (fun fact: Clorschpeil) & 12.30p Success Criteria bubble m Discuss straight angle = 180 degrees, right angle = 90 degrees My name is full of angles- students to write their name in capitals and to find angles in the letters. What part of each letter are the arms/rays? Where I will be successful if I: is the vertex? What type of angles are there and Co-construct with students. how do you know? Extension- measure angles and compare Recognise angles have an Resources - Protractor arm and a vertex Assessment- Collection of Workbooks Understand that a straight Way of learning- Individual task line has a degree of 180 and a right angle is 90 Identify a straight, acute, obtuse, reflex and right angles.
ALEX Learning Intention PLAN
TEACHI I can estimate and use a TOOL TIME- Puzzle number- write a number on the NG protractor to accurately board, students have 1 and a half minutes to write all the WORKS ways they can make that number measure angles HOP Time- 60 mins Success Criteria (mixed) Task- Wednes Revise angle types, vertex, arms (rays) day Learning intention 11.30a Watch video (begin 25 seconds in) m Using numerous (3) strips of tape students create I will be successful if I: angles on a page in their workbook (stick tape on Co-construct with students. page, crossing over in different places on different angles) Use a protractor to Students measure various angles theyve created, accurately measure writing down the size of each angles Extension- Is there anything particular you have Understand the position of noticed about certain angles on your page? an angle does not change (supplementary angles (add to 180 degrees), its degree congruent angles (same value) Create reflex angles and measure Resources https://www.youtube.com/watch?v=dw41PMWek6U Tape Protractor Assessment Workbook; write sentence in book if they have been successful in this lesson and why/how Way of learning Individual activity
ALEX Learning Intention PLAN
TEACHI I can use a protractor to TOOL TIME- Zap- students to stand back to back and NG accurately measure start walking, teacher asks a question, first student to WORKS get it right turns and zaps the other (by pointing an angles HOP(mi imaginary ward)- if the get it at the same time who can xed) Success Criteria zap who first? Thursda Time- 60 minutes y Task 11.30a Discuss angles and the different sizes of these m angles Discuss misconceptions- misconceptions with using I will be successful if I: a protractor from yesterday Co-construct with students. Watch video Understand the position of Discuss how to measure reflex angles an angle does not change Students to complete worksheet, (double sided- its degree back is extension Extension- find angles in the classroom- record and Use a protractor to measure accurately measure End of lesson- have students achieved success, angles and cleared misconceptions, discuss Resources https://www.youtube.com/watch?v=R4giTrUEF2k http://www.mathworksheets4kids.com/angles/mea suring/reading-protractor-level22.pdf http://www.mathworksheets4kids.com/angles/mea suring/standard-type1-hard2.pdf
Assessment Collection of workbooks Have students met the success criteria? Way of learning Individual
WOR Learning Intention Plan
KSH I can identify types of angles TIME OP and use a protractor to 60 minutes WED accurately measure angles. CURRICULUM AREA/TOPIC NESD AY Geometry Success Criteria 11.3 0AM TASK TOOL TIME - Revise angles: types of angles (obtuse, acute, straight, reflex, right) and size of these angles Revise using a protractor- where to start? I will be successful if I: Protractor worksheet- work though first question together Identify a straight, Extension: angles/Stickman acute, obtuse, reflex and right angles. RESOURCES Understand that a http://www.greatmathsteachingideas.com/wp- straight line has a content/uploads/2012/02/42538293-Stickman-Angles- degree of 180 and a Drawing-Stickmen-and-Measuring-the-Angles- right angle is 90 Measure.pdf http://www.mathworksheets4kids.com/angles/measuring/ Use a protractor to reading-protractor-level23.pdf accurately measure angles
ASSESSMENT Collection of work for assessment Work through problem together
WAY OF LEARNING Individual
Learning Intention Plan
WOR I can accurately identify and draw TIME KSH angles 60 minutes OP CURRICULUM AREA/TOPIC FRID Success Criteria Geometry AY 11.3 TASK 0am Discuss angles- how to accurately draw them (using a protractor- linking to measuring with a protractor) Watch 2 minutes of video I will be successful if I: Remind students they need their protractors! Use a protractor to draw Discuss scavenger hunt and provide examples of different types of angles measuring angles on furniture Identify types of angles Come back and discuss results- what are some different around the learning space angles that were found? Where were they found?
