Measuring and Naming Angles

Measuring and Naming Angles
Measuring and Naming Angles
Measuring and Naming Angles
Measuring and Naming Angles

What's Included

  • Smart Notebooks Presentation
  • Activ Inspire Flipchart
  • Lesson Plan
  • Microsoft PowerPoint Presentation
  • Differentiated Worksheet

Measuring and Naming Angles

Students learn about the different types of angles and how to measure them to within one degree.  As learning progresses they are challenged to measure and draw reflex angles using a 180° protractor.At the start of the lesson students investigate the perpendicular angles using a clock face.  In the main part they learn how to use a 180° protractor to measure acute, obtuse and reflex angles.  The end of lesson recaps students learning through a handout.
Differentiated Learning Objectives
  • All students should be able to measure and draw an acute and obtuse angle to within 2°.
  • Most students should be able to measure and draw an acute, obtuse and reflex angle to within 2°.
  • Some students should be able to measure and draw an acute, obtuse and reflex angle to within 1°.
View online lesson
Lesson Downloads
Download PowerPoint Download Notebook Download Flipchart Download Worksheet
Scheme of Work Link and Related Blogs
Angle Properties
Related Blogs
Geometrical Reasoning in Key Stage 3 
IMMEDIATE DOWNLOAD

Mr Mathematics Blog

Calculating the Volume of a Pyramid

When calculating the volume of a pyramid we can substitute the values of the length, width and perpendicular height into the formula V = 1/3 lwh.  In my experience this is often provided for the students with little explanation as to why a volume of a pyramid is exactly one third the volume of a […]

Solving 3D Problems using Trigonometry

When teaching solving 3D problems using trigonometry we begin the lesson with a recap of Pythagoras’ Theorem and the three trigonometric ratios.  We do this by matching the ratio and equations to the respective right-angled triangle.   Students are encouraged to work in pairs and to show the diagrams as part of the working out on […]

Rounding to a significant figure

When I teach rounding to a significant figure, I ask the class to discuss in pairs or small groups a definition for the word significant.  It is a word that all the students have heard before but not all are able to define. After 2 or 3 minutes of conversation I ask the students to […]