Up Angles

YEAR 6/7 MATHEMATICS UNIT - ANGLES
GENERAL ❖ Numeracy
CAPABILITIES ➢ Using spatial reasoning
■ Visualise 2D shapes and 3D objects
❖ Critical and Creative Thinking
➢ Inquiring - identifying, exploring and organizing information and ideas
■ Identify and clarify information and ideas
■ Organise and process information
➢ Reflecting on thinking and processes
■ Reflect on processes
ACHIEVEMENT By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the
STANDARD connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve
problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make
financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They
interpret simple linear representations and model authentic information. Students describe different views of three-dimensional
objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a
transversal crossing two lines. Students identify issues involving the collection of continuous data. They describe the relationship
between the median and mean in data displays.
Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of
another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered
pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes
of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing
parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to
those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots.
CURRICULUM LINKS ➢ Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral (ACMMG166)
➢ Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal (ACMMG163)
➢ Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning (ACMMG164)
LEARNING SEQUENCE
LEARNING Diagnostic Assessment Assessment
SEQUENCE
ONE Recapping angles
Learning Intention: - Acute (<90)
Students can - Right (=90)
classify angles as - Obtuse (>90<180)
acute, right and - Straight (=180)
obtuse. - Reflex (>180<360)
Furthermore,
students will be able Using a protractor
to use a protractor.
Activity (attached)
Create your own waterslide
LEARNING Introduction to cheat sheet SmartBoard

SEQUENCE - Students to rule line down centre of book and split page into sixths Student Math books
TWO - What are supplementary angles? Angles that add to 180 degrees Activity sheets
Learning Intention: - Demonstrate
I will be able to - Get examples from students
identify - Students to copy in book
complementary - What are complementary angles? Angles that add to 90 degrees
and supplementary - Demonstrate
angles. - Get examples from students
Furthermore, I will - Students to copy in book
be able to find the
missing angle at a Complementary activity sheet
point. Supplementary activity sheet
Maze

Challenge:
1. Create a shape where all internal angles add up to 180 degrees.
2. Create a 5-sided shape where all internal angles add up to 580 degrees.
LEARNING *create a set of parallel lines & transversal line with masking tape on students desks* SmartBoard
SEQUENCE - What are parallel lines? Student Math books
THREE - What is a transversal? Activity sheets
Learning Intention: - Students to mark on masking tape.
I will be able to
identify a pair of Cheat sheet:
parallel lines and a - What are corresponding angles?
transversal line. - Demonstrate
Furthermore, I will - Get examples from students
be able to identify - Students to mark on masking tape
corresponding, - Students to add in books
alternate and - Repeat process with alternate and co-interior angles
co-interior angles.
I will be successful Corresponding activity sheet
when I can identify Co-interior/alternate activity sheet
such complex Create Your Own City (attached)
angles in real-life
scenarios.
DIFFERENTIATION
EXTENDING STUDENTS:
SUPPORTING STUDENTS:

ASSESSMENT STRATEGIES

REFLECTION/FOLLOW UP
positives Change in future
★ ➶
Create your own water slide activity:
ANGLES AT INGLE FARM EAST WATER PARK
You have just been selected to create the next water slide for Ingle Farm East Water Park. The directors of the park have a few requirements they
need you to fulfil, but other than that, the rest is up to you!

Requirements:
- At least two 90° turns
- At least two acute angles
- Three straight, 180° angles
- At least two obtuse angles
- One 110° angle
- One 72° angle
- One 155° angle

^ Miss A’s example

Draw your water slide from a bird’s eye view (as if you are looking down from the sky) in your Maths book. Make sure you use a p rotractor, a ruler
and a led pencil. On completion of drawing your slide, label all the required angles, fill in the slide information box below and colour if you have
time!

Slide Name: Drench Level: /5 Thrill Level: /5 Speed Level: /5

Up Angles

Uploaded by

Copyright:

Available Formats

Up Angles

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Up Angles

Uploaded by

Copyright:

Available Formats

YEAR 6/7 MATHEMATICS UNIT - ANGLES

LEARNING Introduction to cheat sheet SmartBoard

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.