1. science
2. mathematics
3. geometry

Session 1: Wednesday 27/11 (Single Session- 60 minutes)
Focus/ ausVELS: Maths: Angles
Level 5: Estimate, measure and compare angles using degrees. Construct angles using a protractor(ACMMG112)
Learning Outcome/Objective:
Students will identify a range of different angles and will use a protractor to measure these various angles.
Indicators:
 Identifying and naming various angles (i.e. right angles, obtuse, acute, straight)
 Using a protractor to accurately measure at least 10 angles in degrees (to the nearest five degrees)
Resources:
 Protractors
 Students’ maths books or butcher paper
 Objects within the room that contain angles
Whole Group Activity (Intro/Development):
Intro: (10 mins)
 Draw an angle on the board (right angle)
 FQ: What have I just drawn (angle or right angle= the desired response)
 Provide students with a definition of an angle: “Two lines that are infinite in length with a common vertex/corner”
 Draw the additional three angles on the board (one acute, one obtuse and one straight)
 FQ: Does anybody know the name of these angles?
 Explain terminology of obtuse (more than 90 degrees) and acute (less than 90 degrees)
Development: (15 mins)
 FQ: How do we measure angles? What do we use? (protractor)
 Model example of using protractor to measure the right angle, the obtuse angle and the acute angle on the board
 Emphasize to students the STARTING POINT on the protractor
 FQ: Where do we start when we use the protractor?
 Draw two additional angles on the board: 1 wide angle with short sides and 1 narrow angle with longer sides. Explore the
common misconception that angles with longer lines do not mean the angle is larger/wider. THE TWO LINES ARE INFINITE.
 Model example of measuring an object in the room that has an angle using a protractor
 FQ: What are some objects in the room that you can see contain angles?
 Instruct students on follow up activity

Independent Follow Up Activity (Consolidation and Practice): (30 mins)
Students will roam around the classroom and 5/6 area finding angles that they can measure using a protractor (these angles
cannot be solely right angles)
Small Teacher Group:
Laura: Work with students at the front of the classroom who find the concept challenging.
-Ask students to draw different angles on butcher paper and measure them. Explicitly clarify any misconceptions
Share Time (Closure): (5 mins)
Students share two things they learnt in this lesson and anything they found particularly challenging.
Assessment:
Measurement of angles within room: -Students’ ability to find at least 10 objects that contain angles
-Students’ ability to use a protractor to accurately measure their 10 objects (to the nearest 5 degrees)
Student Reflection to inform teaching: Two things students have learnt and any further challenges/misconceptions
Evaluation:
Pupil Achievement:
 Most students were extremely confident in their ability to identify and name different types of angles
 Students were initially unsure of the process of using a protractor. For example, the starting point (middle line), starting from the
number 0, which numbers to look at (top or bottom row).
 Students were very confident in their ability to use a protractor to measure angles by the end of the lesson
 All students found a minimum of 8 angles within the classroom
Teacher Effectiveness:
 By identifying common misconceptions on the board and explicitly explaining them, students knew not to make minor errors and
this was evident in their answers.
 Writing the set expectations was also a valuable strategy as it allowed students to follow a structured guide and not one single
student had to ask me ‘What do I do next?!’.
 Overall a great lesson.
Associate Teacher Comments:
 See below