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        Grades

        3-6

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        Part of Cyberchase
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        Introduction to Angle Measure

        Students are introduced to angles, learn their definitions, how to name them, and the idea of measuring angles. They also learn the number of degrees in a circle, a half-circle and a quarter circle.

        Lesson Summary

        Overview

        Students are introduced to angles as turns, learn their definitions, and how to name them. They are also introduced to the notion of the measure of an angle, learn the number of degrees in a circle, a half circle, and a quarter circle, and the terms right, straight, acute, and obtuse. This CYBERCHASE activity is motivated by an episode in which the CyberSquad has to navigate with angles and distances to locate a treasure chest.

        Grade Level:

        3-6

        Suggested Time

        60 minutes

        Media Resources

        Directions to Hen Rock QuickTime Video
        What's a 360? QuickTime Video

        Materials

        Handout 1: "Naming and Defining Angles"
        Handout 2: "Measuring and Categorizing Angles"
        Assessment: Level A
        Assessment: Level B
        Answer Key

        The Lesson

        Part I: Learning Activity

        1. Read the following riddle aloud. Ask the students if they were on a treasure hunt, what might they think the riddle means:

        Nose to shoulder
        Spy the boulder
        That looks like a hen
        But remember the turn
        Ye will learn
        You'll need it again.

        2. Discuss their interpretations.

        3. Tell the students that they will watch a video clip in which the CyberSquad is on a kind of treasure hunt.

        4. Tell the students to watch the video and answer the question "Why are they using a "V" shape to measure a turn. Does it matter how long they make the arms of the "V?" Why or why not?

        5. Show the Directions to Hen Rock QuickTime Video .

        6. Discuss a) their interpretations of the riddle, and whether their interpretations prove correct, and b) why we use a V shape and c) why the length of the arms of the V are not important in recording an angle.

        7. Distribute Handout 1: "Naming and Defining Angles" .

        8. Ask students to work through Handout 1, and learn to name and recognize general forms of angles.

        9. Now that the students have learned about naming and defining angles, explain how angles can be measured. The unit for measuring angles is degrees.

        10. Tell the students that they will watch a video clip in which Harry tries to snowboard and to learn how to measure the many common angles. In this video, a circle is divided into parts, starting at the zero mark. For example: starting at zero and making a quarter turn puts you at 90 degrees, starting at zero and making a half-turn is 180 degrees and starting at zero and making a full-turn is 360 degrees. The circle demonstration, as shown on the video, provides a great visual for the students.

        11. Show the What's a 360? QuickTime Video .

        12. Distribute Handout 2: "Measuring and Categorizing Angles"

        13. Ask students to complete Handout 2. Please note: students may need to be guided through question 2, parts a, b and c.

        Part II: Assessment

        Assessment: Level A (proficiency): Students are asked the number of degrees in a circle and different angles, and to draw acute and obtuse angles. 

        Assessment: Level B (above proficiency): Students are asked to give directions between two points on a map, using angle measures and unit lengths.

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