YEAR 5 MATHS FOCUS
MEASUREMENT AND GEOMETRY
Angles
Learning Experiences
Angles
ANGLES
OUTCOME
A student:
MA3-16MG:
measures and constructs angles, and applies angle relationships to find unknown angles
| TEACHING POINTS | A circular protractor calibrated from 0° to 360° may be easier for students to use to measure reflex angles than a semicircular protractor calibrated from 0° to 180°. |
| LANGUAGE | Students should be able to communicate using the following language: angle, arm, vertex, protractor, degree. |
EXPECTATIONS OF ATTAINMENT
Estimate, measure and compare angles using degrees (ACMMG112) | identify the arms and vertex of an angle where both arms are invisible, such as for rotations and rebounds |
| recognise the need for a formal unit for the measurement of angles | |
| record angle measurements using the symbol for degrees (°) {Literacy} | |
| measure angles of up to 360° using a protractor | |
| – explain how a protractor is used to measure an angle {Communicating, Literacy} | |
| – explore and explain how to use a semicircular protractor to measure a reflex angle {Communicating, Reasoning, Critical and creative thinking} | |
| – extend the arms of an angle where necessary to facilitate measurement of the angle using a protractor {Problem Solving, Critical and creative thinking} |
Construct angles using a protractor (ACMMG112) | construct angles of up to 360° using a protractor |
| identify that a right angle is 90°, a straight angle is 180° and an angle of revolution is 360° | |
| identify and describe angle size in degrees for each of the classifications acute, obtuse and reflex | |
| – use the words ‘between’, ‘greater than’ and ‘less than’ to describe angle size in degrees {Communicating, Literacy} | |
| compare the sizes of two or more angles in degrees, eg compare angles in different two-dimensional shapes {Critical and creative thinking} | |
| estimate angles in degrees and check by measuring |
Learning Experiences
To be added