Planning tool

Students:

• create, compare and order angles
• classify angles as equal to, greater than, or less than a right angle
• use digital tools to estimate and check the measurements of an angle (extension).

Some students may:

• believe that the length of the lines (rays) of the angle define the angle. Remind students that the angle is the space created by the lines (rays) and not the lines (rays) themselves, and explicitly differentiate between a larger turn and a larger space. Model two rays to create an angle; extend lengths of rays to show that the angle does not change.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning how to identify right angles.
• We are learning how to identify different angles compared to right angle.

Why are we learning about this?

• Angle measurements are used in construction and design.

What to do

1. Find different angles around your home. Here are some suggestions to get you started: salad tongs, scissors, chairs, table or hands of a clock. You can even form angles with your body.
2. Examine each angle and compare each object to a right angle.
3. Create a table to describe your results. Classify and draw the objects into your table.

   equal to a right angle	greater than a right angle	less than a right angle

Success criteria

I can:

• create, compare and order angles
• classify angles as equal to, greater than, or less than a right angle.