12. Investigating Angles

     

 Today’s tasks are to Estimate, measure and draw angles to 360°, using a 180° protractor.

1.     Draw an acute, right, obtuse, reflex and straight angle on the board.

2.     Have the students try and remember if they can classify the angles verbally in class.

3.     Using my arms (teacher), demonstrate what these angles look like by using body and arms. (Ex. 90°, one arm out straight beside the body and one arm straight beside the head).

4.     While students classify the angles that the teacher is demonstrating also introduce fun mnemonic phrases that students can remember when trying to classify the angles. (Ex. Acute sounds like a cute little angle, obtuse makes your mouth big when you say it, and right angle looks the same as cycling stop road sign).

5.     Remind students when constructing angles they have to remember to always use a ruler, protractor and finish each angle by labelling it with a semi-circle and the number of the angle.

Reflection

·       Using my arms and mnemonics clicked with the students. They were able to recite different angles when I place my arms in a certain direction.

·       Quickly I am finding a lot of my students are visual learners and they like relating math terms to manipulates, games or activities.

Reflection on Reflection

1.     Are students using protractors right?

·       Are they placing 0° (centre of protractor) at the end of one line and following clockwise or counter clockwise to produce an angle? When constructing an angle.

·       Are they placing 0° (centre of protractor) at the vertices when measuring an angle?

2.     Are the students understanding that when they measure both sides of the angle, that the sum has to equal 360°?

3.     Ask why is it important to estimate when measuring angles? (There are two scales on a protractor. If I estimate the measurement of the angle, I am less likely to make an error in measuring the angle.)

Angles have many different "faces".

Nov 4^th/2011