TEACHERS:
SUBJECT:
Jenene Woodruff
Identify and Classify Angles
STANDARD:
 4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a
common endpoint, and understand concepts of angle measurement.
 4.G.1 Draw points, lines, line segments, rays, angles (acute, right, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
OBJECTIVE (EXPLICIT):
 I can identify and classify angles as acute, right, or obtuse.
 I can identify and draw acute, right, and obtuse angles in two-dimensional figures.
EVIDENCE OF MASTERY (MEASURABLE):
Labeled illustrations of different angles in two-dimensional figures and real-life objects.
KEY VOCABULARY:
angle, acute angle, right angle, obtuse angle, ray,
endpoint, classify, categorize, observations
MATERIALS:
 Geoboards
 Math journal or unlined paper and
clipboards (or something to write on)
 Pencils
 Class whiteboard, chalkboards, or
large chart paper
BEFORE
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO
STUDENT INTEREST)
“Today we will be going on an angle hunt.”
TEACHER WILL:
STUDENT WILL:
 Lead class discussion and review
 Share their knowledge of rays,
about endpoints, rays, angles.
endpoints, and angles.
 Challenge the students to locate
 Discuss with their neighbor
examples of angles in the room
examples of angles they can
around them.
observe in the classroom.
 Explain “Angle Hunt” activity:
 Gather supplies for “Angle Hunt”
This will be like a wildlife safari…we
(math journal and pencil).
are going to go out into the halls of
the school to look for angles in their
natural habitat. Your job, as an
observer, is to locate the angles,
draw them in your journal (make
sure diagrams are detailed and
labeled with their location). You want
to make sure you observe and
diagram many different kinds of
angles (we don’t want all the same
AFTER
DURING
kind). We will then come back and
compare our observations. Please
remember, we do not want to scare
anybody in the habitats we will be
visiting, so please complete your
observations and diagrams quietly.
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL:
STUDENT WILL:
 Make certain the students are
 Locate examples of angles in the
making their own observations, and
bulletin boards, murals, brickwork,
are drawing detailed diagrams of the
furniture…anywhere they observe
angles and labeling the location
them.
where they found the angle.
 Draw as many different angles as
they can find, and label the diagram
 If you find any student struggling, try
pairing them with another student.
with the location it was found.
 Encourage the students to observe
 Students share examples of angles
and diagram many different types of
they found on chart paper
angles as possible.
(categorizing).
 Facilitate the sharing of student
 Students work with partners and
drawings and observations; guide
groups to classify charted angles by
the students to draw an example on
their attributes, then discuss as a
the appropriate chart paper to create
class to create a common “definition”
multiple examples of acute, right,
for each type of angle.
and obtuse angles (one kind of angle
type for each chart).
 Ask students to make connections
between the examples on each
chart.
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL:
STUDENT WILL:
 Provide actual mathematical
 Identify each set of angles as acute,
vocabulary and definitions: acute
obtuse, or right based on the given
angle, right angle, obtuse angle.
definition.
Allow the students to place them
with the correct chart.
 Post charts in the room for visual
reminders.
CO-TEACHING STRATEGY IF APPLICABLE