Angles are all Around
2 Direct Intsruction
Discuss with children these questions:
How do people in various professions use angles to complete their work?
How do all people use angles in their everyday lives?
How do you ( as a child/student ) use angles?
A baseball player moves across the field at various angles to catch a ball
A football player throws a pass at the correct angle for a receiver to catch the ball
When parking a car a driver uses the concept of angles to park in a particular space, especially when parallel parking
A pilot maneuvers an airplane using a variety of angles to fly and land
A contractor uses angles to build a house, a school, or any structure
A cook holds a knife at various angles to chop and prepare foods
A child uses angles to build a skateboard ramp or a bike jump
A child skis or sleds at various angles to complete a downhill run
A nurse adjusts a bed to create an angle that is comfortable for a patient
A student places books on a shelf at a slight angle to prevent them from tipping over
Umbrella’s can be tilted at an angel in order to stop rain or provide shade
3 Group Practice
Students are put into groups and given one of the following terms on a card...
- line segment
- parallel lines
- perpendicular lines
- obtuse angle
- right angle
- acute angle
Students may then use various formats, from drawing to the use of their own body to showcase the term they were given.
Students should take pictures and then create a collage with PHoto Grid. Other students may then view the collage to figure out what term the group was trying to showcase.
4 Exit Card
Have students take this KaHoot quiz before leaving to another class.
5 Independent Practice
Have students practice with these games on the Lesson Path
Have students use Piktochart to display what they have learned about Angles.
Key Standards Supported
|4.G: Draw And Identify Lines And Angles, And Classify Shapes By Properties Of Their Lines And Angles.|
|4.G.1||Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.|
|4.G.2||Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.|
|4.G.3||Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.|
Measurement And Data
|4.MD: Geometric Measurement: Understand Concepts Of Angle And Measure Angles.|
|4.MD.5||Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:|
|4.MD.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.|
|4.MD.5.b||An angle that turns through n one-degree angles is said to have an angle measure of n degrees.|
|4.MD.6||Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.|
|4.MD.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.|