Intel® Teach Program
Essentials Course
“Angles In Your World” Unit Plan
Unit Author
First and Last Name
Alana Garrett
School District
Huntsville City Schools
School Name
School City, State
Huntsville, Alabama
Unit Overview
Unit Title
“Angles In Your World”
Unit Summary
In this unit, students will learn how to identify angles as obtuse, acute, right, and straight, and apply
the steps to measuring angles by using a protractor. As they construct a protractor, draw their
angles, measure the angles, and locate real-world objects that contain several angles, they will
analyze the characteristics of angles and successfully, accurately measure them.
Subject Area

Math (Measuring Angles, Graphical Org-Timeline)

Technology

Language (Writing and Composition in Prezi)
Grade Level
6th
Approximate Time Needed
1 Week, 5 50-minute class periods, Daily
Unit Foundation
Targeted Content Standards and Benchmarks

Classify angles as acute, obtuse, right, or straight.
Measuring angles to the nearest degree using a protractor

Student Objectives/Learning Outcomes
The learner will be able to identify angles as obtuse, acute, right, straight, and a full rotation ;
construct angles; construct a protractor; measure angles to the nearest degree using a protractor;
draw angles using a protractor, and identify angles in everyday shapes and objects.
Curriculum-Framing Questions
Essential
Question
Unit
Questions
Content
Questions

How does math help solve real life problems?

How could I benefit in life from being able to measure objects?

How does a protractor make it easier to measure angles?

What are the steps we can use to measure the angle(s) of an object?
Assessment Plan
Assessment Timeline
© 2008 Intel Corporation. All Rights Reserved.
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Intel® Teach Program
Essentials Course
Before project work begins
 Questioning
 Journals
Students work on projects
and complete tasks
 Questioning
 Anecdotal Notes
 Peer Feedback
Form
 Blog (w/ rubric)
 Prezi (w/ rubric)
 Presentation/Pr
ezi Rubric
 Wiki Checklist
 Journals
 Blog (w/ rubric)
 Prezi (w/
rubric)
After project work is
completed
 Questioning
 Blog
(w/rubric)
 Prezi (w/
rubric)
 Presentation/
Prezi Rubric
 Journals
 Blog (w/
rubric)
Assessment Summary
A Prezi presentation with a rubric for a guide and teacher evaluation will be used at the end of the
week to assess students’ abilities to identify, measure, and locate angles. Anecdotal notes will be
taken throughout the week to document individual students’ strengths, weaknesses, prior knowledge,
and correct answers given to questions asked in class. Students will enter reflection on their learning
in their journals as well as any questions they might have. Also, students will take time to enter
thoughts and reflection as well as feedback obtained in class discussion in their class Blog with a
rubric for guidance. During their Prezi presentation, the teacher will apply a rubric to score students
on their work. All the rubrics will explain expectations and criteria for students’ use as well as
teacher. The students will also be able to discuss their work in class and use these responses from
peers to refine their final products. Students will response to the Essential Question in their journals,
and explain how they connected concepts learned in the activities with broader concepts addressed in
the Unit and Essential Questions.
Unit Details
Prerequisite Skills

Coordination and drawing skills

Writing skills

Addition

knowledge of a straight angle (180 degrees)

Prior knowledge of what an angle is
Instructional Procedures
Prior to Instruction
Present collection of different angles, and everyday objects or structures that contain one or multiple
angles to test students’ prior knowledge about identifying angles and their types. Using
questioning to guide the introduction process, the teacher will make sure each student depending
on class size can identify WHAT an angle and know that there are different TYPES of angles and what
they might be. Teacher can introduce and review verbally the types of angles.
© 2008 Intel Corporation. All Rights Reserved.
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Intel® Teach Program
Essentials Course
Day One
At the beginning of each class students will be able to participate in a class discussion to share key
concepts and get feedback from peers and the teacher. Teacher will present Essential Questions and
supporting questions.
Teacher will use “ARM GAME” to introduce the types of angles- Teacher uses both arms to form
angle shapes such as straight angle with both arms closed together on left side (0˚-Ray) with
fingertips extended; then form an acute angle with arms forming about a 35˚ angle again with
fingertips extended; then arms perpendicular to each other to form a right angle; then the same
thing moving arm to the right slightly to form an obtuse angle (can be about 125˚); then on to arms
straight out to the sides on both sides for a “straight angle”; and finally, a 360˚ angle can be formed
by holding one arm out to the side for reference, and rotating the other arm (right) in a circular
motion “like playing an air-guitar” so that it forms a circle. Students should be forming a “Rotation”,
which is a 360˚ angle. Teacher will then use questioning asking one student in the class to describe
and angle. Then the teacher can also ask all students to stand up beside their desks, and go through
the “Arm Game” angle motions together with the teacher to ensure students knowledge and
understanding of the different types of angles.
Finally, students will journal about their thoughts and opinions of the game, the different types of
angles, and first thoughts about how to answer the Essential Question, “How could I benefit in life
from being able to measure?”
After activity, the teacher will review with students the activities they will be participating in to
support learning. Students will keep journals, and teacher may keep anecdotal notes as well,
tracking student progress. Students can enter thoughts and questions in journals, and teachers can
enter the same thing in their anecdotal notes. The students will also be responsible for creating and
making entries in an online blog in which they will be able to update using a rubric to ensure that
they can get a good grade.
Day 2 - Day 5
At the beginning of each class students will be able to participate in a class discussion to share key
concepts and get feedback from peers and the teacher. Teacher will also go over Essential Questions
and supporting questions.
Teacher will review “ARM GAME” to introduce the types of angles- Teacher uses both arms to
form angle shapes such as straight angle with both arms closed together on left side (0˚-Ray) with
fingertips extended; then form an acute angle with arms forming about a 35˚ angle again with
fingertips extended; then arms perpendicular to each other to form a right angle; then the same
thing moving arm to the right slightly to form an obtuse angle (can be about 125˚); then on to arms
straight out to the sides on both sides for a “straight angle”; and finally, a 360˚ angle can be formed
by holding one arm out to the side for reference, and rotating the other arm (right) in a circular
motion “like playing an air-guitar” so that it forms a circle. Students should be forming a “Rotation”,
which is a 360˚ angle. Teacher will then use questioning asking one student in the class to describe
and angle. Then the teacher can also ask all students to stand up beside their desks, and go through
the “Arm Game” angle motions together with the teacher to ensure students knowledge and
understanding of the different types of angles.
Finally, students will journal about their thoughts and opinions of the game, the different types of
angles, and first thoughts about how to answer the Essential Question, “How could I benefit in life
from being able to measure?”
After activity, the teacher will review with students the activities they will be participating in to
support learning, and ask for questions, and give feedback. Students will keep journals, and
teacher may keep anecdotal notes as well, tracking student progress. Students can enter thoughts
and questions in journals, and teachers can enter the same thing in their anecdotal notes. The
© 2008 Intel Corporation. All Rights Reserved.
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Intel® Teach Program
Essentials Course
students will also be responsible for creating and making entries in an online blog in which they will
be able to update using a rubric to ensure that they can get a good grade.
Students will also be taking pictures for Prezi Presentation to be presented on Friday. After other
activities are complete, teacher will introduce project and explain expectation for completion of the
project to the students, and then review Prezi Project checklist and rubric, and that student progress
will be monitored throughout the week. Presentation will be a Journal entry that logs the learning
process and what they learned throughout the week and should include pictures they took of each
other in class (or a student photographer can be assigned) and pictures will be downloaded into the
presentation corresponding to the steps within the procedures. Students will be guided in their
presentation of the Prezi and can refer to their checklist and rubric for the presentation.
Students will also work on a poster with clipped pics of objects in real life from magazines that
contain angles.
Day 5- Present Prezi Projects and Review Blogs
Student Sample of Prezi Presentation:
Accommodations for Differentiated Instruction
Special Needs
Students
Nonnative
Speakers
Gifted/Talented
Students
SPE Modifications: The following accommodations are provided for students who are under the
Learning Acc.Umbrella: 1. Preferential seating according to need. 2. More time given for
assignments, 3. More time given for tests, 4. Modified tests 5. Calculator accommodations, 6. Extra
practice in class, 7.Shorter work assignments, 8.Questions and directions read out loud to them, 9.
Multiplication fact chart.
Students to be accommodated:
Discovery Education math and social studies review and vocabulary videos according to standards
being covered, Vocabulary Word Wall, Word labels on maps and classroom resources, Pictures/
Visual Aides, Assistance with reading material and test/assignment questions, Peer
teaching,Simplify language used in instruction, Alternate seating for proximity to peers and teacher
and Active/White boards, Comprehension checks, HW assignment written on White board,
Discovery Education videos (weekly and daily basis), Read directions/instructions out loud for
students.
Students to be accomodated :
The following accommodations are provided for students who are under the Learning Acc.Umbrella:
1. Preferential seating according to need. 2. More time given for assignments, 3. More time given for
tests. 4. Calculator accommodations, 5. Extra practice in class, 6.Shorter work assignments,
7.Questions and directions read out loud to them, 8. Multiplication fact chart.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other
Internet Connection
Television
Technology – Software (Click boxes of all software needed.)
© 2008 Intel Corporation. All Rights Reserved.
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Intel® Teach Program
Essentials Course
Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Encyclopedia on CD-ROM
Printed Materials
Supplies
Internet Resources
Other – PowerPoint, Word, Protractor
internet program
Math textbook

Protractor





Computer

Stick glue

Paper

Pencil

Computer

http://moodle.hsv.k12.al.us/mod/wiki/view.php?id=1511

http://www.blogger.com/home OR
garrett.blogspot.com/

Moodle website
Promethean Board
Magazines to clip out of,
Scissors
Poster- Student Resources
http://alana-
Other Resources
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are
trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
© 2000-2007 Intel Corporation. All Rights Reserved.
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