Home > Stage 3 > Geometric measure S3> Spot turns
Angles: Estimate, measure and compare angles using degrees
Identify the arms and vertex of an angle where both arms are invisible, such as for rotations
Estimate and describe the size of angles using known angles as benchmarks (Reasons about mental rotation)
Indoor or outdoor playing area
Find an area to play
In pairs, players explore different angles through turning their bodies – ¼ turn (90 degrees), ½ turn (180 degrees), full turn (360 degrees, with spotting).
Ask for volunteers to stand up and give them instructions to move by making either a half turn (facing the other direction), full turn (turning around and facing the same direction) or a quarter turn (half of a half turn).
All students find an area and stand up.
Teacher gives directions to move by making either a half turn, full turn or quarter turn. The direction of turn can also be introduced, for example, make a half turn to the right.
After several turns, ask:
Which turn was the biggest?
Which turn was the smallest?
Is there another way you could show a turn by using your body?
Teacher provides further directions:
Make a half turn to the right.
Make a quarter turn to the left, then another quarter turn to the left.
Make a 3-quarter turn to the right (recognising that this will be challenging to show with their arms!).
Make half of a quarter turn to the left.
Ask:
What instruction will bring you all back to facing the front again?
How could you describe the half of a quarter turn? (It is an acute angle, half a right angle, an eighth turn or a 45-degree angle).
Explain that measuring an angle is measuring an amount of turn. Explain that angles can be found in every part of students’ lives.
Jump as players turn.
Players call out degrees rather than angle type.
Adapted from: mathematics-3-6-multi-age-year-a-unit-10.docx (live.com)