YEAR 6 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 | Students should be encouraged to give reasons when finding unknown angles. |
LANGUAGE | Students should be able to communicate using the following language: angle, right angle, straight angle, angles on a straight line, angle of revolution, angles at a point, vertically opposite angles. |
| Two angles at a point are called adjacent if they share a common arm and a common vertex, and lie on opposite sides of the common arm. |
EXPECTATIONS OF ATTAINMENT
Investigate, with and without the use of digital technologies, angles on a straight line, angles at a point, and vertically opposite angles; use the results to find unknown angles(ACMMG141) | identify and name angle types formed by the intersection of straight lines, including right angles, ‘angles on a straight line’, ‘angles at a point’ that form an angle of revolution, and ‘vertically opposite angles’ {Literacy} |
| – recognise right angles, angles on a straight line, and angles of revolution embedded in diagrams {Reasoning} | |
| – identify the vertex and arms of angles formed by intersecting lines {Communicating} | |
| – recognise vertically opposite angles in different orientations and embedded in diagrams {Reasoning} | |
| investigate, with and without the use of digital technologies, adjacent angles that form a right angle and establish that they add to 90° | |
| investigate, with and without the use of digital technologies, adjacent angles on a straight line and establish that they form a straight angle and add to 180° | |
| investigate, with and without the use of digital technologies, angles at a point and establish that they form an angle of revolution and add to 360° | |
| use the results established for adjacent angles that form right angles, straight angles and angles of revolution to find the size of unknown angles in diagrams {Critical and creative thinking} | |
| – explain how the size of an unknown angle in a diagram was calculated {Communicating, Reasoning, Critical and creative thinking} | |
| investigate, with and without the use of digital technologies, vertically opposite angles and establish that they are equal in size | |
| use the equality of vertically opposite angles to find the size of unknown angles in diagrams |
Learning Experiences
To be added