YEAR 3 MATHS FOCUS
MEASUREMENT AND GEOMETRY
Angles
Learning Experiences
Angles
ANGLES
OUTCOME
A student:
MA2-16MG: identifies, describes, compares and classifies angles
TEACHING POINTS | In Stage 2, students need informal experiences of creating, identifying and describing a range of angles. This will lead to an appreciation of the need for a formal unit to measure angles. |
| Paper folding is a quick and simple means of generating a wide range of angles for comparison and copying. | |
| The arms of the angles above are different lengths. However, the angles are the same size, as the amount of turning between the arms is the same. Students may mistakenly judge one angle to be greater in size than another on the basis of the length of the arms of the angles in the diagram. |
| LANGUAGE | Students should be able to communicate using the following language: angle, amount of turning, arm, vertex, perpendicular, right angle. |
EXPECTATIONS OF ATTAINMENT
Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064) | identify ‘angles’ with two arms in practical situations, eg the angle between the arms of a clock {Critical and creative thinking} |
| identify the ‘arms’ and ‘vertex’ of an angle {Literacy} | |
| describe informally an angle as the ‘amount of turning’ between two arms | |
| – recognise that the length of the arms does not affect the size of the angle {Reasoning} | |
| compare angles directly by placing one angle on top of another and aligning one arm | |
| identify ‘perpendicular’ lines in pictures, designs and the environment {Literacy} | |
| use the term ‘right angle’ to describe the angle formed when perpendicular lines meet {Literacy} | |
| – describe examples of right angles in the environment {Communicating, Problem Solving} | |
| – identify right angles in two-dimensional shapes and three-dimensional objects {Communicating} |
Learning Experiences
To be added