For full lesson outline, please see Advantage Math.

Standards:

4.MD.6: Measure angles in whole number degrees using a protractor. Sketching angles of specified measure.

Objectives:

Math Objective: Students will be able to use a protractor to measure angles in the real world and sketch angles of a specified measure.
Language Objective: Students will be able to describe how a 90° benchmark angle can help them sketch other angles.

Vertical Alignment:

3rd Grade-There are no 3rd grade standards associated with angles.
4.MD.5a: An angle that turns through 1/360 of a circle is called a "one-degree angle" and can be used to measure angles.
5th Grade-There are no 5th grade standards associated with angles.

Lesson Outline:

🚀Launch:

Students will draw 2 angles and will then measure the angles with a protractor.
Encourage students to be as creative as they can and do not discourage what they are drawing. You may need to remind them how to use a protractor.
To make remote, record yourself explaining this part of the lesson or do a Zoom/Teams call and teach this part.

🤔Explore:

Using objects in the room that they are in to look for angles, students will find and measure an angle that they have found. They will also draw 3 specific angles.
Some questions you can ask:
- How do you measure an angle of an item within reach? Where do you place the protractor in relation to the item?
- What is the hardest part of measuring the angles?
- As you are drawing the provided angles, how do you know how big the angle should be? How do you fix the drawing when you draw the angle too large or too small?

💬 Discuss:

Students will discuss how knowing what a right angle is will help when they are drawing smaller or larger angles.

✅Exit Ticket: Students will demonstrate what they have learned.

Differentiation:

Challenge: For students who need a challenge, invite them to sketch angles larger than 180°. If they can do so using a circle protractor, ask them how it would be possible using a half-circle protractor.
Struggling: For students who are struggling with knowing which number line to use, reference the 90° mark as a benchmark. Encourage students to reason and estimate if the angle they are being asked to draw will be larger or smaller than a right angle. This will help students decide which number line to use.