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# MATHEMATICS UNIT PLANNER Teacher/Team: Narelle

## Bzdel, Alexandra Grycuk

Topic: Geometry- Tessellations, Year Term: 4 Date: -------
Angles Level: Week: 8, 9,
5/6 10

## 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

Key vocabulary:
TESSELLATIONS; rotation,
reflection, flip, slide, overlap,
tessellate, pattern, repeated,
translation, turn
ANGLES; Angle, right, straight,
obtuse, acute, arm, vertex,
protractor, rotate, greater
than, less than, measure,
degrees, side, triangle,
congruent, side, shapes,
corresponding, ray, turning,
reflex, revolution, position,
line, equal, parallel, opposite

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

PROFICIENCY SCALE
CURRICULUM AREA: MATHEMATICS
TOPIC: GEOMETRY - ANGLES

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.

VOCABULARY
Angle, right, straight, obtuse, acute, arm, vertex,
protractor, rotate, greater than, less than, measure,
degrees, side, triangle, congruent, side, shapes,
corresponding, ray, turning, reflex, revolution,
position, line, equal, parallel, opposite
Angles Scavenger Hunt- The Path to Knowing Angles
1. Accurately draw a 75 degree 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.

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
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
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
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
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
an angle does not change (supplementary angles (add to 180 degrees),
its degree congruent angles (same value)
Create reflex angles and measure
Resources
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
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
http://www.mathworksheets4kids.com/angles/mea
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
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-
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
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
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?

RESOURCES
Scavenger hunt

ASSESSMENT
Collection of work

WAY OF LEARNING
working in investigating with individual results