Grade 5 Lesson 2: COmparing Angle Measures

(Approximate Length: 2- 60 Minute Lessons)

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Content

Expectations:

Algebra

E 2.3: Compare angles and determine their relative size by matching them and by measuring them using appropriate non-standard units
E 2.4 explain how protractors work, use them to measure and construct angles up to 180 and use benchmark angles to estimate the size of other angles

Learning Goals

We want students to understand...

How to compare angle measures and determine relative size
How to identify benchmark angles
How to use a protractor and explain how it works
How to measure and construct angles up to 180 degrees

Success Criteria

I can estimate the size of angles relative to benchmark angles
I can determine the relative size of angles through comparison
I know how to use a protractor and can demonstrate how to use it
I know how to measure and construct angles up to 180 degrees.

Prior Knowledge

Identifying and Classifying Angles

Find out if your students understand how to identify and classify benchmark angles.
Knowledge Hook Mission
Misconception Chart

Pedagogy

Minds On

Source: Small, M. (2016) Open Questions: For the Three-Part Lesson Grades 4-8 Geometry and Spatial Sense, Data Management and Probability. Pg.44

Choose two of these angles and describe them.

Sample Response

I could describe the first one as a pretty small angle. I could say that the second one is a right angle. OR The third angle is larger than the right angle but smaller than a straight angle, and the fourth angle is about half as big as the right angle.

On a geoboard, make an angle that you know the name of. Then, make an angle that you don’t know the name of.

Sample Response

I know that the first angle is the right angle. I don’t know the name of the second angle.

Action!

Source: Small, M. (2016) Open Questions: For the Three-Part Lesson Grades 4-8 Geometry and Spatial Sense, Data Management and Probability. Pg.45

Draw three different acute angles. Measure each angle using a protractor. Then, using a protractor and a different angle from the ones before, draw three acute angles that are the same size but that look a lot different from one another.

Sample Response:

Teacher Directed: Select students whose angles are correct and have them demonstrate how they constructed their angles. If more instruction is needed, you would do direct instruction and cover angles up to 180 degrees.

Now draw three different obtuse angles using a protractor. Then, using a protractor and a different angle from the ones before, draw three obtuse angles that are the same size but that look a lot different from one another.