Dimension: Space
Length of Unit: 5 Lessons
Space2.5
2.75
UNIT PLANNER - ALTONA PRIMARY SCHOOL
LEVEL 3
Focus: Angles

Representation of angles formed dynamically; for example, between the hands of a clock or
between their own limbs, and explanations of these angles in terms of simple fractions of a complete
revolution

Construction of a model for an angle using rotation of lines
3.0
… Students recognise angles are the result of rotation of lines with a common end-point.
Standard
3.25
 Recognition of angles between lines, particularly when lines are parallel or perpendicular
3.5

Classification and sorting of two-dimensional shapes using the properties of lines (curvature,
orientation and length) and angles (less than, equal to, or greater than 90°)
3.75

Construction of a copy of a shape, given details about side lengths and angles

Knowledge that the sum of angles at a point on a straight line is 180°
4.0
… Students classify and sort shapes and solids (for example, prisms, pyramids, cylinders and cones) using the
Standard properties of lines (orientation and size), angles (less than, equal to, or greater than 90°), and surfaces
Vocabulary Development:
Revolution, half turn, quarter turn, acute, right angle, obtuse angle, acute angle, reflex angle, straight angle, turn, degrees
Common Assessment Tasks
Assessment FOR Learning
Assessment OF Learning
Use student work samples throughout the Nelson Maths – Student Book 5, page 21 –
unit and observe reflection tasks.
Focus can name lines and angles
Other Resources:
Mathletics
Nelson Maths
Rainforest Maths
http://www.bbc.co.uk/keyskills/flash/kfa/kfa.shtml - Working out the degrees of an angle
Assessment AS Learning
Teaching and Learning Sequence
Focus
What do I
want my
students to
Sequen
know by
Warm up
Student Learning Activity (including introduction)
ce
the end of
the lesson?
LEARNING
INTENTIONS
1
Good
Mastermind – use
Mathemati decimals
We measure things or we refer to measurement all
cians
the time: our height, the height of a mountain, our
understan
weight, the weight of potatoes, our temperature,
d quarter
the air temperature, the speed of our car, the
and half
speed of an aeroplane. But there are some things
turns and
we don’t often think about measuring – turn, for
to begin to
example. How do you measure turn and what units
see that
do you measure it with?
‘angle’ is
Well, of course, turning is all about angling. And the
something
amount that we turn through is just the size of the
involving
angle of the turn and we measure that in degrees.
‘an
Play Simon Says, using fractions of turn. Instructions
amount of
might be: (Simon says) quarter turn (clockwise or
turn’.
anti-clockwise), half turn (clockwise or anticlockwise), and when they are able, smaller
fractions, such as one-eighth. This can be done with
one arm held straight out in front, so that they can
‘see’ the angle as a dynamic turning.
1. Draw a rectangle in the playground (or use a small
rectangle in class). Have four students stand on the
corners of the rectangle (or put four toys on the
small rectangle).
Share / Reflection / Assessment
“3
2 1 (i)”
3 recalls (facts
you remember as being significant
from the lesson); 2 ideas or notions
(you gained from the lesson), 1
question (you still have from the
lesson).
2. Have Mike look at Nell. What turn would Mike need
to make in order to be looking at Jorge?
Have Jorge look at Karen. What turn would Jorge
need to make in order to be looking at Mike?
Have Karen look at Jorge. What turn would Karen
need to make in order to be looking at Jorge?
3. Point out that we can think of the corners of a
rectangle as being made up of quarter turns. What
other shapes can you think of that have corners
that are quarter turns?
1. It’s not just people that we can turn in clockwise or
anticlockwise directions.
Look at the long thin rectangle in the diagram.
2. Get the students to close their eyes. Then ask a
series of questions like the ones below. After each
question let them open their eyes and tell you what
they think will happen.
What happens to the rectangle if we turn it through
a clockwise quarter turn about A?
What happens to the rectangle if we turn it through
2
Lines
makes
angles
List everything
you know about
a square.
a clockwise half turn about A?
What happens to the rectangle if we turn it through
an anticlockwise quarter turn about B?
What happens to the rectangle if we turn the
rectangle through an anticlockwise half turn about
C?
Establish that the group has an understanding of
right angles and that right angles can be found
where horizontal and vertical lines meet. Ask, ‘Do
all lines meet at a right angle?’ Brainstorm answers
where lines don’t make right angles. Discuss the
concept of angles being just a rotation of lines.
OET A lot of things in our room have angles that are
the same as a quarter turn. What things in our room
are the same as a quarter turn (right angle), greater
than a quarter turn (obtuse angle) and less than a
quarter turn (acute angle).
3
Being able
to
recognise
and name
angles
Greedy Pig
WCF – Discuss parts of an angle - including the
arms and vertex.
Secrets of your Success. Having
noted those children who worked
effectively or grasped the concept
being introduced well or played the
game
with
great
use
of
strategies/tactics or applied learned
skills well – ask 3 or 4 of them to
come out to the front (after giving
them some advance notice that
you will be asking them to do this)
front of the class and pass on the
“secrets to their success”.
Rocket Writing
Create flashcards and play something similar to
stepback but with naming the angle correctly.
High – Maths Plus 5 – page 8
Medium - Set tasks from Mathletics – Comparing
angles, what type of angle am I?
4
Reinforcin
Game of Choice
g
understan
ding of an
Low – Maths Plus 4 – page 12
OET – I was watching television and I noticed the
hands of the clock made an acute angle. What
program might I have been watching?
Windscreen check
Children describe how their
windscreen (understanding) was
during the session. Children reflect
acute
angle and
its size
5
Is able to
create
shapes
based on
understan
ding
angles
and their
size.
on whether it was clear (well
understood), fogged up (used a
demister approach to clear up the
understanding), muddy (still not
understood and hard to see). These
checks can be asked during the
session to various students – even
whilst working with another student
to check progress and
understanding.
Angle Flash Cards
OET – Draw as many shpes as you can, but each
shape must have 2 acute, 2 right and 2 obtuse
angles.
Complete check and self assessment – Nelson
Maths Student Book 5 – page 21
Maths Recall
Students share all the mathematics
that was used during the activity –
teacher scribes on an anchor sheet