Smart Board Lesson
Stage 4 – Measuring angles
By Prue Tinsey, Jade Wright, Tania Young, Garth Lo Bello
and Andrew Roberts
 Smart Notebook has many features that can
assist teachers to help students gain a
thorough understanding of the relationships
between angles.
 The Smart Notebook lesson provided is an
example of many of these features and can
be used as a scaffold for teachers in the
classroom.
Features
 An engaging method of teaching students about
angles. It encourages class collaboration and
discussion and teachers can encourage student
participation through using the Smart board.
Features
 This feature of Smart Notebook, allows students to
have a visual representation of the different angle
types. The teacher can again gain class participation
by getting students to use smart notebook to write
the size of the angle next to the name. E.g. below
Features
The interactive protractor tool, allows students to measure many angle
with ease. It is identical as using a normal protractor, so they are still
learning a useful skill. This feature also allows the students to generate
an output (as seen below). Students should try and read the
measurement on the protractor and then press the out put arrow to get
the answer, allowing them to check if the are correct.
Measuring Real-life things!
 Engage students more by getting them to find images
on the internet and measure the angles. For example
measuring the angles on this bike.
Activity
 Using GeoGebra and Smart Notebook software, in pairs students must
investigate the angle relationships of parallel lines, cut by a transversal.
 Task
 1. Students must generate a pair of parallel lines in GeoGebra. Copy and paste
this into Smart Notebook.
 2. Using the interactive protractor on Smart Notebook, investigate the size of all
the angles.
 3. Research the meaning of vertically opposite, alternate, corresponding and cointerior angles.
 4. Label these on your diagram.
 5. Using the train tracks image. Create a transversal through them. Measure the
angles to prove they are parallel. Once again, label the angles above on this
diagram.
 6. Investigate whether the 2 lines on this bike are parallel.