Name: Alana Coppock – 110163513

Unit Planner for Learning in Mathematics and Science

Learner context
Topic Focus: Measurement and Geometry - Angles
Level of schooling: Year 6/7
School and class context: This is a category 4 school located in the Northern suburbs. In a Year 6/7 classroom with 81
students, this unit of work can be adjusted and is flexible depending on the outcome of the pre-test that will
demonstrate the students abilities in this topic.

What is the learning focus?

Concept(s): Thinking and Working Mathematically:
Depending on the degrees, angles Year 6:
have different names Problem-solving – finding the size of unknown angles

Protractors are used to measure Year 6:

angles Problem-solving – finding the size of unknown angles

Isosceles, Scalene and Equilateral Year 7:

are the different triangles that are
determined on their sides and
angles
The sum of the angles in a triangle
equal 180 degrees
The sum of the angles in a
quadrilateral is equal to 360 degrees
Corresponding and alternate angles
are equal if the two lines crossed by
a transversal line are parallel
Corresponding angles occupy the
same relative positive angle at each
intersection
Alternate angles lie on the opposite
sides of the transversal line
Co-interior angles are
supplementary and add up to 180
degrees
Problem-solving – calculating angles
Year 7:
Problem-solving – calculating angles
Year 7:
Problem-solving – calculating angles
Year 7:
Understanding – identifying angles formed by transversal crossing a pair of lines
Year 7:
Understanding – identifying angles formed by transversal crossing a pair of lines
Problem-solving – calculating angles
Year 7:
Understanding – identifying angles formed by transversal crossing a pair of lines
Problem-solving – calculating angles
Year 7:
Understanding – identifying angles formed by transversal crossing a pair of lines
Problem-solving – calculating angles

How will the students engage with this learning? (Provide here an outline of a learning experience with using the given structure)
Prior Knowledge/Engagement Learning Experiences (s):
Lesson 1 (Double):
Purpose (why are we doing this): to gain students prior knowledge on angles
Goal (learning intention): students will do a pre-test to demonstrate their prior knowledge

During this lesson, students will complete a pre-test for teachers to gain an understanding of their prior knowledge
(Appendix A). This test will have questions on it that are based on the Year 6 and 7 Australian Curriculum content
descriptors. Students will answer questions that will relate to:
- The degrees and names of the 6 angles (acute, right, obtuse, straight, reflex, full circle)
- Use a protractor to measure angles and write the degrees
- Identify triangles (isosceles, scalene, equilateral)
- Finding the missing degree of an angle
- Finding the missing degree in a quadrilateral

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 - Stating how many degrees are in a triangle and quadrilateral

Lesson 2 (Double):
Purpose: for students to understand that angles have different names depending on their size
Goal: Students to understand the 6 angles and their relative degrees

After the pre-test

Depending on the groups, determined from the pre-test, which demonstrated students’ level of understanding.
Explain an angle – arms, vertex and angle. Students will learn the names of angles and their relative degrees (acute,
right, obtuse, straight, reflex, full circle) – teacher will visually demonstrate this on the whiteboard. Students will
identify the size of a right angle, and define acute, obtuse, straight and reflex. Students will go outside in the
schoolyard and find as many angles that they can possible – they will write these down in their textbooks and label
them correctly. Students will write their names in their textbooks and measure the angles of their names using a
protractor (Appendix B). If students have finished this, students will complete an angle puzzle worksheet (Appendix
C)

Lesson 3:
Purpose: To develop students skills in measuring angles through the use of a protractor
Goal: for students to develop skills with using a protractor

Depending on students level, show them an interactive protractor on the internet to explain how to use a protractor.
Using a protractor, students will complete numerous equations and questions that will test their protractor skills.
Explain to students the use of estimation and how it is important to at least make an estimation when measuring
angles. Students will measure, estimate and compare angles in degrees and classify angles according to their sizes.

Exploratory /Explore & Explain Learning Experiences:

Lesson 4 (Double):
Purpose: for students to understand that there are angles within shapes such as triangles
Goal: understanding that triangles are determined by their sides and angles and that they equal 180 degrees

Students will classify triangles according to their size and angle properties – isosceles, scalene, equilateral, right
angles and obtuse-angled triangles. Students will demonstrate that the angle sum of a triangle is equal to 180
degrees. Students will draw the 3 triangles in their textbooks and state what differs each triangle from each other.
Students will create their own triangles and measure these to find the angles.

Lesson 5 (Double):
Purpose: students to understand that quadrilaterals have angles that equal to 360 degrees
Goal: students to recognise and classify quadrilaterals

Students will classify and describe quadrilaterals – squares, rectangles, rhombuses, parallelograms, kites and
trapeziums. Students will demonstrate that the angle sum of a quadrilateral is equal to 360 degrees. Students will
record the quadrilaterals in their textbooks and write down anything significant about that quadrilateral. Students
will create their own quadrilaterals and measure these to find the angles.

Lesson 6:
Purpose: to practice skills with using a protractor
Goal: students will understand that they can use a protractor to measure angles in a shape

Students will use a protractor to measure numerous angles within triangles and quadrilaterals. Students will be given
toothpicks or pop-sticks where they will create numerous triangles and quadrilaterals – students will measure these
angles with a protractor and record their findings in their books. Students to also learn about interior and exterior
angles on shapes and asked to find both angles.
- If toothpicks or pop-sticks not available, use coloured paper and students to cut out various triangles and
quadrilaterals and measure these – students can then stick these into their books and record the angles underneath

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Investigations /Problem solving/Elaboration Learning Experiences:
Lesson 7:
Purpose: to identify corresponding, alternate and co-interior angles
Goal: understanding that each of the angles above are pairs of angles that are complementary, supplementary,
adjacent or vertically opposite.

Students will identify corresponding, alternate and co-interior angles, when two straight lines (parallel lines) are
crossed by a transversal. They will define and classify these pairs of angles as complementary, supplementary,
adjacent and vertically opposite. With masking tape, students will stick down two parallel lines and a transversal line,
in pairs students will work out all of the angles and record this in their textbooks (Appendix D).

Lesson 8:
Purpose: to assess if students need anymore time learning certain areas
Goal: students to practice what they have learnt by working through questions

Students will complete questions where they will add angles to find the missing degree – angles, triangles,
quadrilaterals, and corresponding, alternate and co-interior angles.

Lesson 9:
Purpose: students to practice using a protractor
Goal: students to learn that they can use a protractor to measure angles on parallel and transversal lines

This lesson is for students to further practice their skills using a protractor for corresponding, alternate and co-
interior angles.
After views & reflection/ Evaluation learning Experience
Lesson 10:
Purpose: depending on student learning needs and speed, left blank
Goal:
- This lesson is left blank intentionally depending on students progress throughout the unit and where they are
at
- Students may need more work and time on a certain area of learning
- An opportunity for students to reflect on their learning

Lesson 11:
Purpose: to see what students have learnt
Goal: students demonstrate their learning and understanding of angles through a final assessment

- Students will complete a final assessment that determines where they are at
Final assessment will either be:
1. A test
2. Designing your own mini golf course

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? & How will you record What forms of
Who leads the your assessments? feedback will you
assessment? provide?

Depending on the Diagnostics Test (Pre-Test) Start of the Unit Assessment Verbal
degrees, angles have Formative Teacher led document on
different names computer

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Protractors are used Formative Lesson 3 – Skills based Assessment Verbal – walking
to measure angles Name Activity lesson, students can document on around the
assess each other computer classroom during
lesson

Isosceles, Scalene and Formative Lesson 4 – teacher led Assessment Feedback written in
Equilateral are the document on textbooks
different triangles computer
that are determined
on their sides and
angles

The sum of the angles Formative Lesson 5 –teacher led Assessment Feedback written in
in a triangle equal 180 at start, followed by document on textbook
degrees student led computer

The sum of the angles Formative Lesson 6 – teacher led Assessment Feedback written in
in a quadrilateral is at start, followed by document on textbook
equal to 360 degrees student led computer

Corresponding and Formative Lesson 7 - teacher led Assessment Verbal feedback

alternate angles are at start, followed by document on when walking
equal if the two lines student led computer around the
crossed by a classroom
transversal line are
parallel

Alternate angles lie on Formative Lesson 7 - teacher led Assessment Verbal feedback
the opposite sides of at start, followed by document on when walking
the transversal line student led computer around the
classroom

Co-interior angles are Formative Lesson 7 - teacher led Assessment Verbal feedback
supplementary and at start, followed by document on when walking
add up to 180 degrees student led computer around the
classroom

Summative Assessment Written feedback

- Test or Assignment document on
computer

Links with the ACARA Framework

YEAR 6
Strand: Measurement and Geometry Sub- Strand: Angles
Descriptor: Achievement Standards: Proficiencies (for General capability
Mathematics)
Investigate, with and They solve problems using Problem-solving – finding  Numeracy
without digital technologies, the properties of angles. the size of unknown angles  Critical and Creative
angles on a straight line, Thinking
angles at a point and  Information and
vertically opposite angles. Communication

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 Use results to find unknown
angles (ACMMG141)
YEAR 7
Strand: Measurement and Geometry
Descriptor: Achievement Standards:
Classify triangles according  They solve simple
to their side and angle numerical problems
properties and describe involving angles formed
quadrilaterals (ACMMG165) by a transversal crossing
two lines
 Students classify triangles
and quadrilaterals.
 They name the types of
angles formed by a
transversal crossing
parallel line.
Strand: Measurement and Geometry
Descriptor: Achievement Standards:
Demonstrate that the angle  They solve simple
sum of a triangle is 180° and numerical problems
use this to find the angle involving angles formed
sum of a quadrilateral by a transversal crossing
(ACMMG166) two lines
 Students classify triangles
and quadrilaterals.
 They name the types of
angles formed by a
transversal crossing
parallel line.
Strand: Measurement and Geometry
Descriptor: Achievement Standards:
Identify corresponding,  They solve simple
alternate and co-interior numerical problems
angles when two straight involving angles formed
lines are crossed by a by a transversal crossing
transversal (ACMMG163) two lines
 Students classify triangles
and quadrilaterals.
 They name the types of
angles formed by a
transversal crossing
parallel line.
Strand: Measurement and Geometry
Descriptor: Achievement Standards:
Investigate conditions for  They solve simple
two lines to be parallel and numerical problems
solve simple numerical involving angles formed
by a transversal crossing
problems using reasoning
two lines
©Planning for learning in mathematics and science, 2015 drafted by B.O.P.
Technologies
Sub- Strand: Angles
Proficiencies (for General capability
Mathematics)
Understanding –  Numeracy
identifying angles formed  Literacy
by transversal crossing a
pair of lines
Problem-solving –
calculating angles
Sub- Strand: Angles
Proficiencies (for General capability
Mathematics)
Understanding –  Numeracy
identifying angles formed
by transversal crossing a
pair of lines
Problem-solving –
calculating angles
Sub- Strand: Angles
Proficiencies (for General capability
Mathematics)
Understanding –  Numeracy
identifying angles formed
by transversal crossing a
pair of lines
Problem-solving –
calculating angles
Sub- Strand: Angles
Proficiencies (for General capability
Mathematics)
Understanding –  Critical and Creative
identifying angles formed Thinking
by transversal crossing a
pair of lines
 (ACMMG164)  Students classify triangles
and quadrilaterals. Problem-solving –
 They name the types of calculating angles
angles formed by a
transversal crossing
parallel line.

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)

Student Resources (resources that engage students with the learning)

Teacher Evaluation (Reflection: How effective have you been?)

To consider:

What worked?

What didn’t work?

Was it worth learning?
Why and why not?
How were the skills
integrated into other
learning areas?
How was the learning
shared with others?

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Appendix A: Pre-Test

Appendix B: Angle Name Activity

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Appendix C

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Appendix D

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.