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At year level:
Compare angles and classify them as Estimate, measure and compare angles
using
degrees.
equal to, greater than or less than a
Construct angles using a protractor
right angle
Year above:
Investigate, with and without digital
technologies, angles on a straight line,
angles at a point and vertically opposite
angles. Use results to find unknown angles
LEARNING
INTENTION
Shared with the
students. May
carry over
multiple lessons
WEEK 9
Session 1
Monday
Session 2
Wednesday
Learning
Intention: I can
label sets of
lines arranged in
different ways
Success
Criteria: I
know I am
successful if I
can glue all of
the names and
definitions into
my worksheet
and draw a
picture of the
line or angle.
MENTAL
COMPUTATIO
N AND PLACE
VALUE FOCUS
10-15 minutes
Strategically
planned to
develop fluency
and
understanding
SETTING
THE SCENE
LEARNING
EXPERIENCE
Strategically designed
to get the students
thinking about a key
mathematical idea
ENABLING AND
EXTENDING
PROMPTS
REFLECTION/
KEY PROBING
QUESTIONS
If the lesson
structure
requires these
Linked to
Learning
Intention and
used
throughout the
lesson
Exploring lines:
Give students time to explore
worksheet/cut out and have a
go at matching definitions with
types of lines and angles
matching those defined on the
board.
Draw each type of angle on the
board and
have students identify name /
definition they then fix this in
their books and draw the angle
In pairs students create A6
sized posters for each type of
line/angle one student writing
the definition and the other
drawing the angle/heading to
create a whole class angle
reference chart.
Enable:
Extend:
Creation of
class angles
poster
Why do you
think it is ___
angle/line?
What do we
know about the
angle/line I
have drawn on
the board?
How could that
help us work
out what
angle/line it is?
Success Criteria:
We know we are
successful when
we have
Time Challenge
Enable: work in
pairs
Extend: find
reflex angles
Connect IPad to
IWB
Share types of
lines found
what about the
line tells us that
it is a ____ line?
Enable:
teacher support
Extend:
students
measure angles
around the room
Students record
one thing they
learnt and one
they have a
question about
in maths books
Date Math
Table groups
Each student gets a long piece
of masking tape. In table
groups students create long
lines across their tables,
crossing over one anothers
lines.
In partners students measure
the angles they have made
using a protractor and write the
degree on the masking tape
near the vertex.
measured and
labelled all the
angles on our
table
Session 5
Wednesday
Learning
Intention: We
can estimate
and measure
different angles
Wheres the
maths?
5min
Success
Criteria: I know
I am successful
if I can estimate
and measure
the angles and
fill in the table
on the
worksheet
Session 6
Thursday
Learning
Model measuring
masking tape angle on
board.
Estimating &
measuring angles
T-P-S
Review Line
and Angle
Artwork
open-ended
Enable:
Extend:
intention: We
are seeing how
much our
understanding
of lines and
angles has
grown
Success Criteria:
I know I am
successful if I
can quietly and
independently
work on my
post-test.
terms
Unit Evaluation
P positives, successes, and
achievements related to your
professional knowledge, practices, and
engagement
M minuses, challenges,
improvement areas related to your
developing professional knowledge,
practices, and engagement