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Singapore Maths - Angles Lesson

This lesson plan aims to teach students how to use a protractor to measure and classify angles. Students will start by identifying different angles using mini whiteboards. They will then learn about how protractors are used in different professions. The teacher will demonstrate using a protractor and have students measure angles on their whiteboards. Students will work in pairs to measure angles found in the environment and record the measurements. Those struggling will get additional help from the teacher. To conclude, students will share their results and fill out a class table of angle measurements.

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289 views

Singapore Maths - Angles Lesson

This lesson plan aims to teach students how to use a protractor to measure and classify angles. Students will start by identifying different angles using mini whiteboards. They will then learn about how protractors are used in different professions. The teacher will demonstrate using a protractor and have students measure angles on their whiteboards. Students will work in pairs to measure angles found in the environment and record the measurements. Those struggling will get additional help from the teacher. To conclude, students will share their results and fill out a class table of angle measurements.

Uploaded by

api-525729942
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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! !

LESSON PLAN (NUMBER)

Pre-service Teacher ‘s name: Frasier Dickie

Year 4/5 Duration: 50 mins

Prior learning and background of the children:


- Different types of angles obtuse, acute and reflex
- Where angles can be found

Learning intention (aim):


- To be able to use a protractor
- To find different type of angles around the environment
- Label the different types of angles
- Correctly record the degrees

Learning area: Mathematics

Specific Topic: Geometric reasoning

Strand and sub-strand from the Australian Curriculum: Geometry and Shape

Australian Curriculum content description(s):

Year 4
Compare angles and classify them as equal to, greater than, or less than, a right angle (ACMMG089 -
Scootle )Compare angles and classify them as equal to, greater than, or less than, a
right angle (ACMMG089 - Scootle )
Year 5
Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112
- Scootle )
Relevant parts of the achievement standard from the Australian Curriculum:
Year 4
- They classify angles in relation to a right angle.
Year 5
- They measure and construct different angles.

Success criteria for children (objectives):


- Have a different variety of angles shown in your table
- Able to identify what type of angle it is by looking at the degrees
- Successfully using a protractor
Success criteria for the teacher:
- To clearly use the Singapore Mathematics theory successfully (Concrete, Pictorial and Abstract)
- Clearly demonstrate how to use a protractor. Give the demonstration more then once and make
sure that every student can see what you are doing.
- Before letting them go, make them repeat the tasks to you so they know what they are doing.
- Knowing if some students aren’t getting it keep them on the floor to practise using a protractor,
so they become confident with the skill.

Teaching strategies: Preparation/ organisation/ resources:


Singapore Mathematics Strategy - Powerpoint for the lesson
- Concrete material - Protractor letting them - Make sure its on Google Classroom
use it - Protractors ready to go
- Pictorial - Seeing how a protractor can be - Have paper copies of the slides so students
used in different jobs around the world that don’t have a laptop can work on it
- Abstract - Understanding the process to use
the protector.

Differentiation (pre-core/core/extension/acceleration):
Extension
- See if students are able to find all 6 different types of angles
- Are they able to find the exact degrees on objects. (67 degrees, 134 degrees and 167 degrees)
Pre core
- Get students just to focus on greater then and less then 90 degrees (as year 4’s only need to reach
that benchmark).

Opportunities to provide feedback: All verbal


- Looking at their response during mental routine
- When walking around listening to their conversations with their partners
- At the end of the lesson when we will be coming back in as a class to talk about responses

LESSON RUNNING SCHEDULE: Time frames


(Approximate time
frames need to be
flexible, tweak
these to match
context)
Transition:
- Students will be coming in from a brain break. They will see that we have
Maths and they will grab what they need sitting in front of the board. 2-3

Introduction: 5 minutes
- The introduction will be students using their mini whiteboards to
create different angles. The teacher will say a degree and then they
will need to create it and label it.
-The students will then also play Guess Who with a partner. Guess Who will
work by a partner asking closed questions about what type of angle it could
be.
Development: 10-15 minutes
- The teacher will then start going through the slides of the powerpoint. The
first slide is questions about what students already know about the
protractor. Students will discuss between themselves and then come back as
a class.
- The next slide is a video of how different professions use a
protractor. Students will then talk about how this may be important
for their job.
- The teacher will then give out a protractor to every student. So they are
physically touching one when I am going through how to use the
protractor properly.
- The teacher will then explain to the students how the protractor works,
keep referring to the video that has been watched so students can make the
connection.
- Get students to measure how many degrees their little whiteboards have.
Let students ask questions about the protractor.
- Then go through todays task of measuring objects in their environment.
Making sure students understanding the activity, students are able to work
in partners for this activity.
- Ask students by using their thumbs how much they understand the activity,
if students don’t understand how to use a protractor. Let them stay on the
floor with the teacher and the rest can go off to do the task.
Consolidation and practice: 20-30 minutes
- The students will then go on with the task that has been set for them. The
will have the Google slides that has the instructions and the table for them
to fill out.
- The other students that are struggling will stay of the floor with me and
we will work through using a protractor together. Then we will start
measuring objects as a little group to see how we are going.
- Once the students have got the processes sorted they can go off on their
own to complete the task.

Conclusion WWW reflection: \what worked well ‘WWW’? 5-10 minutes


- I will get partners to share their results with another pair.
- We will come back in as a class to fill out the class’s table. I will be picking
people that are able to show their knowledge and who tried to extend
themselves with the activity.
- Students will also upload this task their site where I can access it and give
some written feedback on it.

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