Unit 10 Geometry-Measuring Angles Grade 4
5E Lesson Plan Math
Grade Level: 4th
Subject Area: Math
Lesson Title: Geometry-Measuring
Lesson Length: 11 Days
Angles
THE TEACHING PROCESS
Lesson Overview:
This unit bundles student expectations that address skills necessary to solve
problems involving angles less than or equal to 180 degrees, including drawing and
measuring angles with a protractor. According to the Texas Education Agency,
mathematical process standards including application, a problem-solving model,
tools and techniques, communication, representations, relationships, and
justifications should be integrated (when applicable) with content knowledge and
skills so that students are prepared to use mathematics in everyday life, society,
and the workplace.
During this unit, students illustrate the measure of an angle as the part of a circle
whose center is at the vertex of the angle that is "cut out" by the rays of the angle.
They also illustrate degrees as the units used to measure an angle, where
of
any circle is one degree and an angle that "cuts"
out of any circle whose center
is at the angle's vertex has a measure of n degrees. Using a protractor, students
determine the approximate measures of angles in degrees to the nearest whole
number and also draw angles of a specified measure. Given one or both angle
measures, students determine the measure of an unknown angle formed by two
non-overlapping adjacent angles. The concepts of complementary and
supplementary angles are embedded within the study of adjacent angles. Within
this unit, all angle measures are limited to whole numbers.
Unit Objectives:
Students will:
 illustrate the measure of an angle as the part of a circle whose center is at
the vertex of the angle that is "cut out" by the rays of the angle.



illustrate degrees as the units used to measure an angle, where
of any
circle is one degree and an angle that "cuts"
out of any circle whose
center is at the angle's vertex has a measure of n degrees.
use a protractor to determine the approximate measures of angles in
degrees to the nearest whole number and also draw angles of a specified
measure.
determine the measure of an unknown angle formed by two non-overlapping
adjacent angles.
1
Unit 10 Geometry-Measuring Angles Grade 4
Standards addressed:
TEKS:
4.1A Apply Mathematics to problems arising in everyday life, society, and the
workplace.
4.1B Use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution.
4.1C Select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental Math, estimation, and
number sense as appropriate, to solve problems.
4.1D Communicate Mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, and language as
appropriate.
4.1E Create and use representations to organize, record, and communicate
Mathematical ideas.
4.1F Analyze Mathematical relationships to connect and communicate
Mathematical ideas.
4.1G Display, explain, and justify Mathematical ideas and arguments using precise
Mathematical language in written or oral communication.
liquid volumes, mass, and money using addition, subtraction, multiplication, or
division as appropriate.
4.7A Illustrate the measure of an angle as the part of a circle whose center is at the
vertex of the angle that is "cut out" by the rays of the angle. Angle measures are
limited to whole numbers. (NA)
4.7B Illustrate degrees as the units used to measure an angle, where 1/360 of any
circle is one degree and an angle that "cuts" n/360 out of any circle whose center is
at the angle's vertex has a measure of n degrees. Angle measures are limited to
whole numbers. (NA)
4.7C Determine the approximate measures of angles in degrees to the nearest
whole number using a protractor. (RS)
4.7D Draw an angle with a given measure. (SS)
4.7E Determine the measure of an unknown angle formed by two non-overlapping
adjacent angles given one or both angle measures. (SS)
ELPS:
ELPS C.1.A use prior knowledge and experiences to understand meanings in
English
ELPS C.2.D monitor understanding of spoken language during classroom
instruction and interactions and seek clarification as needed
ELPS C.3.B expand and internalize initial English vocabulary by learning and using
high-frequency English words necessary for identifying and describing people,
places, and objects, by retelling simple stories and basic information represented or
supported by pictures, and by learning and using routine language needed for
classroom communication
ELPS C.3.H narrate, describe, and explain with increasing specificity and detail as
more English is acquired
ELPS C.4.E read linguistically accommodated content area material with a
2
Unit 10 Geometry-Measuring Angles Grade 4
decreasing need for linguistic accommodations as more English is learned
ELPS C.4.H read silently with increasing ease and comprehension for longer
periods
ELPS C.5.B write using newly acquired basic vocabulary and content-based gradelevel vocabulary
ELPS C.5.F write using a variety of grade-appropriate sentence lengths, patterns,
and connecting words to combine phrases, clauses, and sentences in increasingly
accurate ways as more English is acquired
ELPS C.5.G narrate, describe, and explain with increasing specificity and detail to
fulfill content area writing needs as more English is acquired.
Misconceptions:





Some students may think that the angle size is determined by the length of
the rays rather than by the size of the turn.
Some students may think that the orientation of the angle on a drawing will
affect the measurement of the angle.
Some students may not have made the connection between estimating the
size of an angle before measuring and the appropriate scale on the
protractor.
Some students may think that degree measure for angles is read from only
one side of a protractor (e.g., An angle with a measure of 30° may be at the
markings of 30° and 150° on the protractor).
Some students may think that when measuring with a protractor, one of the
two rays must always align with zero rather than recognizing that an accurate
measure is dependent upon the difference in the beginning and ending
measure (e.g., An angle with a measure of 30° can be determined by
beginning at 0° and ending at 30° or by finding the difference between other
ending and starting points, such as 180° – 150°, 100° – 70°, etc.).
Vocabulary:











Acute – an angle that measures less than 90°
Adjacent angles – angles that share a common vertex and side
Angle – two rays with a common endpoint (the vertex)
Angle congruency marks – angle marks indicating angles of the same measure
Center of the circle – the point equidistant from all points on the circle
Complementary angles – two angles whose sum of angle measures equals 90
degrees
Congruent angles – angles whose angle measurements are equal
Degree – the measure of an angle where each degree represents
of a
circle
Obtuse – an angle that measures greater than 90° but less than 180°
Protractor – a tool used to determine the measure of an angle
Ray – part of a line that has one endpoint and continues without end in one
direction
3
Unit 10 Geometry-Measuring Angles Grade 4



Right – an angle (formed by perpendicular lines) that measures exactly 90°
Straight – an angle that measures 180° (a straight line)
Supplementary angles – two angles whose sum of angle measures equals 180
degrees
Related Vocabulary:
Approximate
Interval
Circle
Parallel
Congruent
Perpendicular
Cut out
Rotation
List of Materials:
Protractors
What’s your angle? document
Angle anchor chart
Using a protractor power point
Measuring Angles is EEEasy chart
Measuring Angles Coloring Sheet
Measuring Angles Using A Protractor
Pinwheel Angle Measurement
Angles Measurement Cards
Baggies or Paper Bags
Angle Star activity
Colored pencils
Complementary Angles picture
Angles Complementary worksheet
Supplementary Angles picture
Angles Supplementary worksheet
Graph Paper
Angle Relationship Foldable
Adding Angle Measures activity
Paper Plates
Tissue Paper
Glue
Rulers
Scissors
Clock Angles
Cardstock
INSTRUCTIONAL SEQUENCE
Phase One Engage, Explore
4
Semi-circle
Turn
Unit
Vertex
Unit 10 Geometry-Measuring Angles Grade 4
Day One Activity – Angles and Protractors
Materials: Angle anchor chart, Using a protractor power point, protractors
Give the angles pre-assessment in the What’s Your Angle document..
Recall Information: Ask students to recall the four angles types discussed and
properties of each. Students: obtuse more than 90◦, acute less than 90◦, right 90◦,
straight 180◦. Bring out anchor chart or other class chart from angle lesson. Clear up
any misconceptions from the preassessment.
Ask: How do we know how many degrees an angle is if it is not labeled for us? Give
students hints, like how do we tell temp, time. Students: answers may vary, we must
measure it.
Tell students today we will learn how to use a special tool, called a protractor, to
measure angles. Pass out protractors and let students explore with them for 5
minutes.
Ask students what they see on protractor. numbers, lines, circle, ruler
What do you think the numbers represent with regards to measuring angles? degrees
of the angles
How do you think we can use this to measure an angle? Answers will vary
Display the Angle Anchor Chart to show students parts of an angle. Tell them these
vocabulary terms will be important when using a protractor. What part of an angle will
you put on the circle of the protractor? vertex What line of the angle will you read to
measure the angle? side
Show students the video below about using protractors. Follow up with the Using a
Protractor Powerpoint (if necessary).
https://learnzillion.com/lessons/2973-measure-angles-to-the-nearest-degreewith-protractors
Practice reading a protractor at this website.
http://www.mathplayground.com/measuringangles.html
Add this information to math journal.
5
Unit 10 Geometry-Measuring Angles Grade 4
What’s the teacher doing?
Facilitating the discussion regarding
angles and measurements.
What are the students doing?
Recalling previously taught information on
angles.
Allowing students to explore using the
protractor tool and leading the discussion
regarding how to read and use it.
Exploring the protractor and
understanding how to use it.
Using the examples on the website to
help students use a protractor to
measure different angles.
Phase Explore, Explain
6
Unit 10 Geometry-Measuring Angles Grade 4
Day Two Activity - Practice Measuring Angles with a Protractor
Materials: Protractors, Measuring Angles is EEEasy chart, Measuring Angles Coloring
Sheet, Measuring Angles Using a Protractor sheet, Pinwheel Angle Measurement
Sheet
Lead a discussion about where we see angles. Students should mention things like
corners of cabinets, windows, doors. Lead students to name letters, clock hands,
sports fields, houses, roofs, etc. Point out different angles around the classroom .
Ask: Are the angles acute, obtuse, right or straight? How may degrees could that
angle measure? Answers will vary; acute angles should be less than 90, right 90,
obtuse more than 90, straight angles are 180.
Show students the Measuring Angles is EEEasy chart to recall how to use a
protractor. Display the Measuring Angles with a Protractor pg. 10 in the What’s
Your Angle document. Ask the students what kind of angle each one is. Do the first
one in front of the students, talking out how to read the protractor. Guide students to
complete the remaining problems. Pass out page 9 in the What’s Your Angle
document and protractors. Guide students to measure the different angles and share
what kind of angle and what it measures.
Tell students they are going to be rotating to three different measuring angles stations.
Have the Measuring Angles Coloring Sheet, Measuring Angles-Using a
Protractor Sheet and Pinwheel Angle Measurement Sheet at three stations.
Another station will be the teacher station, with small group protractor and sorting
angle practice. Students will rotate through the four stations practicing measuring with
a protractor.
As a closing activity, have students share one angle that they measured and the
degrees. Sort each angle under acute, obtuse or right in an anchor chart. Make sure
that students are able to correctly categorize the angles based on the measurement.
What’s the teacher doing?
What are the student’s doing?
Leading angle discussing and sharing
Participating and sharing knowledge of
angles and angle measures.
Monitoring students use of protractors
and classifying angles.
Providing small group instruction and
reteaching during stations.
Working in angle measuring stations and
collaborating with other students. ‘
Sharing their findings from stations in
whole group.
.
Phase Explain, Elaborate
7
Unit 10 Geometry-Measuring Angles Grade 4
Day Three Activity – Drawing Angles
Materials: Protractors, Angles Measurement Cards, Baggies or Paper Bags
Explain to students that today they will practice drawing different angles with a
protractor. How do you know by reading a protractor what kind of angle you are
drawing? Obtuse are greater than 90 degrees, acute are less than 90 degrees, right
are 90 degrees and straight are 180 degrees.
Use study jams lesson to practice constructing angles as a class.
http://studyjams.scholastic.com/studyjams/jams/math/geometry/constructangles.htm
Ask students to give you an angle measure. Answers will vary. Given the
measurement, use a protractor to draw it. Talk through the procedure for using a
protractor again. What type of angle is it? Answers will vary depending on degrees.
Now give the students an angle measure. Together, draw an angle with that
measurement. Then label it as acute, obtuse, right or straight. Do this a few more
times with different measurements. Make sure the students are identifying the correct
angle given the measurement.
Tell students that they are going to break up into partners for an angle drawing activity.
Give each group a baggie/paper bag with the Angle Measurement Cards in it as well
as protractors. Students will take turns drawing out a card, drawing the angle and
labeling it. Both students will draw and label every angle and compare answers.
What’s the teacher doing?
What are the students doing?
Facilitating the study jam online lesson.
Participating in the study jam lesson.
Leading students in drawing different
angle measures.
Drawing angles with the teacher in the
guided lesson.
Monitoring the students as they complete
the Angle Measurement Card
lesson/reteaching as necessary.
Collaborating with a partner in the Angle
Measurement Card activity.
Phase Evaluate, Elaborate
8
Unit 10 Geometry-Measuring Angles Grade 4
Day Four Activity – Performance Assessment
Materials: Performance Assessment Question 3, Protractors, Colored Pencils, copy
paper
Give students this portion of the performance assessment to complete.
3) City officials are looking for entries of designs of skateboard kicker ramps that will
be used in a skateboard park. Kyle and Terry both built a ramp using this design
a) Kyle built his kicker ramp as shown below. Determine the approximate measure of
the angle of incline on the kicker ramp in degrees to the nearest whole number.
b) Terry wanted to design a kicker ramp with a 12° angle of incline. Use a protractor to
draw a kicker ramp diagram of Terry’s design with the given angle measure.
c) Describe the incline of Terry’s kicker ramp as being steeper, as steep as, or less
steep than Kyle’s kicker ramp.
Provide students with copy of Create an Angle Star directions, protractors and
colored pencils. Encourage students to think about the many different kinds of angle
measures when they are drawing the dots. Remind them to label the angles as they
connect the dots. Display completed angle stars around the classroom.
What’s the teacher doing?
What are the students doing?
Monitoring student performance.
Completing performance assessment.
Explaining and facilitating Angle Star
Activity.
Completing Angle Star Activity.
9
Unit 10 Geometry-Measuring Angles Grade 4
Phase Engage, Explore
Day Five Activity – Complementary Angles
Materials: Complementary Angles picture, Complementary Angles page, Protractors,
Graph Paper
Show students the Complementary Angles picture. Ask: What do you notice about
the two angles? They are about the same size, they are both acute. What do both
angles form together? A right angle
Tell students that complementary angles are two acute angles that form a right angle.
(if they students didn’t notice, point out that a good way to remember is that the angles
are complimenting each other).
Make a class chart: What are two angle measures that could be complementary?
Answers will vary 45 and 45, 60 and 30, 70 and 20…any measures that add to 90.
Using a protractor and graph paper, model for students how to draw a right angle.
Give each arm of the angle a letter name. Then draw complementary angles using
the protractor. Label the new arm with another letter. Label each angle with the
correct measurement. Then write the angle names and the degrees, showing they
add up to the original right angle. <AC 60◦ <BC 30◦ = <AB 90◦ Model one or two
more examples
Using their protractors and graphing paper, have students draw 5 complementary
angles, labeling each one as you did together.
Click on link to print Angles Complementary handout: http://goo.gl/1hdGTy
Have students add complementary angles picture to their math journals.
What’s the teacher doing?
What are the students doing?
Leading the discussion of
complementary angles definition and
examples.
Participating in the discussion of
complementary angles.
10
Unit 10 Geometry-Measuring Angles Grade 4
Guiding the practice of drawing
complementary angles.
Monitoring the independent practice of
complementary angles.
Observing the modeling of drawing and
labeling complementary angles.
Practicing independently working with
complementary angles.
Phase Engage, Explore
Day Six Activity – Supplementary Angles
Materials: Supplementary Angles picture, Angles Supplementary worksheet,
Protractors, Graph Paper
Show students Supplementary Angle Picture. Ask: What do you notice about
supplementary angles? They form a straight angle. They add up to 180 degrees.
How are they similar and different from complementary angles? They are two angles
that add together to make up another angle. They are two right angles together. They
are larger angles. One of the angles can be obtuse.
Make a class chart: What are two angle measures that could be supplementary?
Answers will vary 90 and 90, 110 and 70, 140 and 40, etc…any measures that add to
180.
Using a protractor and graph paper, model for students how to draw a straight angle.
Give each arm of the angle a letter name. Then draw supplementary angles using the
protractor. Label the new arm with another letter. Label each angle with the correct
measurement. Then write the angle names and the degrees, showing they add up to
the original straight angle. <ABC 140◦ <BCD 40◦ = <ABD 180◦ Model one or two
more examples
Using their protractors and graphing paper, have students draw 5 supplementary
angles, labeling each one as you did together.
Click on link to print Angles Supplementary handout. http://goo.gl/YgNjc6
Have students add supplementary angles picture to their math journals.
11
Unit 10 Geometry-Measuring Angles Grade 4
What’s the teacher doing?
What are the students doing?
Leading the discussion of
supplementary angles definition and
examples.
Participating in the discussion of
supplementary angles.
Guiding the practice of drawing
supplementary angles.
Monitoring the independent practice of
supplementary angles.
Phase Elaborate
Observing the modeling of drawing and
labeling supplementary angles.
Practicing independently working with
supplementary angles.
Day Seven Activity – Adjacent Angles
Materials: Angle Relationships Foldable, Adding Angle Measures Document
Review complementary and supplementary angles by showing the picture to students.
Discuss again the similarities and differences between the two.
What does the word adjacent mean? Next to, close to, having a common side
Were the complementary and supplementary angles we looked at the last two days
adjacent? Yes Why? they were next to each other
Define adjacent angles as those angles that have a common side and vertex. Show
some of the complementary and supplementary angles from the last days’ lessons
and point out the common side and vertex.
Go through the math is fun lesson on adjacent angles.
http://www.mathsisfun.com/geometry/adjacent-angles.html
If I know the measure of one adjacent angle, how can I find the measure of the other
angle? Subtract it from the total angle measurement, Subtract from 90 if
complementary, 180 if supplementary.
Pass out the Angle Relationship foldable and complete as a class. As you match
the angle name to the correct descriptor card, ask students what they know about
each type of angle. How can I tell if my angles are supplementary? They add to 180,
they form a straight angle. How can I tell if my angles are complementary? They add
to 90, they form a right angle. How can I tell if my angles are adjacent? They share a
12
Unit 10 Geometry-Measuring Angles Grade 4
common vertex and a common side. Model how to find adjacent angles by
subtracting the known angle from 180/90. Address any misconceptions about angles.
Put foldable in math journals.
Work through adjacent angle problems on website below as a class:
http://mrnussbaum.com/adjacentangles/
Complete the Adding Angle Measures activity.
What’s the teacher doing?
What are the students doing?
Facilitating the discussion about angles
and adjacent angles.
Discussing the different types of angles.
Completing the angle foldable.
Working through the online lessons and
foldable together as a class.
Completing the adding angle measures
activity.
Monitoring the completion of the adding
angle measures activity.
Phase Engage, Explore
Day Eight Activity – Circle Angles
Materials: Paper plates (3 per student), tissue paper, scissors, glue, ruler, protractors,
pen
The following activity is modeled in the school tube video below. Watch before hand
to be able to model it with students.
http://www.schooltube.com/video/e70028466e0b485791d7/Paper%20Plate%20Angles
Students will cover two paper plates with tissue paper and create a “moving” circle that
can be used to show different measures of a circle.
Give each student a paper plate. Fold the paper plate in half two times. Cut a very
small circle in the center of the plate while folded. Open it back up and identify the cut
as the vertex.
What do we recall is the vertex of an angle? Endpoint where two rays (arms) come
together.
Using a ruler draw a line straight across the vertex horizontally. Look at the angles
that you have made. What kind of angle did you make? Straight How many degrees
is a straight angle? 180 Point out the straight angles applies to both the bottom and
the top of the circle. If you have two straight angles that are each 180 degrees, how
many degrees make up the total circle? 360
Now draw another line vertically? What kind of angles are the four angles of the
13
Unit 10 Geometry-Measuring Angles Grade 4
circle? Right angles How many degrees is a right angle? 90 If you have four right
angles, each measuring 90 degrees, how many total degrees is a circle? 360
Flatten out and cover two more paper plates with tissue paper. Use the hole in the
first plate to mark the vertex in both of the plates. Using a ruler, draw a line from the
vertex to the end of the plates. Cut the lines on both plates, then fit them together.
Model for students how to rotate/turn the plates to show different angles. Using the
protractor, measure out different degrees of angles.
If you measured out a 90 degree angle in one color, how much of the other color is
left? 360-90=270 Write the angles as n/360, 90/360 or 270/360.
If you measured out a 175 degree angle in one color, how much of the other color is
left? 360-175=185 . How would I write that like I did the last angle? 175/360 or
185/360.
Let students explore with the paper plates and protractors, creating different angles
and representing them as n/360.
What’s the teacher doing?
What are the students doing?
Modeling the paper plate construction
and measuring of angles.
Following directions to create the paper
plate circles and practicing with creating
different angles in a circle.
Phase Explain, Elaborate
Day Nine Activity – Clock Hand Angles
Materials: Paper plate from yesterday, What’s Your Angle Resource, page 4
Using the paper plates created yesterday, have the students create a 180 degree
angle. If the circle represents a clock, what numbers would be at either end of the
straight angle? 3 and 9, or 12 and 6 depending on if the angle is vertical or horizontal.
Label these numbers, then label the opposite angle, so that 12, 3, 6 and 9 are all
labeled.
Now create a right angle, with one arm at 12 and one at 3. What numbers should be
in between? 1 and 2 How many angles will it make to the angles between 12 and 1, 1
and 2 and 2 and 3? Three angles If the entire space is 90 degrees and I need to
divide it into 3 angles, how many degrees should each angle be? 90/3 = 30
Using the protractors, draw a 30 degree angle from 12:00. Label it 1:00 and 30
degrees. Then draw a 30 degree angle and label it 2:00. How many degrees are at
2:00? 30 + 30=60 degrees.
14
Unit 10 Geometry-Measuring Angles Grade 4
Continue on labeling the times on the clock and the corresponding degrees as you
turn your angle until you reach 11:00 – 330 degrees. 12:00 will be labeled both 0
degrees and 360 degrees.
Go through the below lesson, reinforcing the measurements of a circle.
http://www.mathsisfun.com/activity/clocks-angles.html
Pass out a copy of page 4 in the What’s Your Angle Document. Model labeling the
first clock 2:00. Then show how you use your paper plate clock to determine what the
angle of the 2:00 time is, and what the remaining angle represents, by subtracting
from 360. If the 2:00 angle represents 60 degrees, then the adjacent angle
represents what? 360-60 = 300 degrees.
Describe how to find the measurement of any angle in a circle using the angle given
as the hands of a clock. Answers will vary, but should include subtracting from 360,
each turn of the angle measuring 30 degrees, etc.
Continue using the remaining clocks on the resource and measuring the angles.
What’s the teacher doing?
What are the students doing?
Facilitating the hands of a clock
discussion.
Using the hands of the clock and the paper
plate activity to identify different angle
measures.
Modeling using the turn of the clock
hands to represent 30 degrees of the
360 degree circle.
Monitoring students using the clock
hands to determine angle measures.
Phase Elaborate
Day Ten Activity – precut circles on cardstock, cardstock, scissors, protractor
Tell students today they will practice labeling angles in a circle. Using the circle precut
on cardstock, trace 3 circles on another sheet of cardstock. Cut out each circle. Fold
the circle in fourths and cut out a small circle in the middle, the vertex. Using the
protractor label one or two angles.
If angle AB is 80 degrees, what is the measure of the rest of the circle? 360-80=280
15
Unit 10 Geometry-Measuring Angles Grade 4
Draw another 90 degree angle in the same circle and label it. What is the measure of
the circle now? 360-80-90 =190
Continue this until all of the angles of the circle have been labeled and add up to 360.
Tell students to follow the same process measuring angles in a circle. They will work
with a partner, each time they draw an angle, the partner will have to figure out the
remaining measure of the circle.
Once the students are finished, put one of the circles in the math journals and display
the rest of the circles on a class chart.
What’s the teacher doing?
What are the students doing?
Modeling how to use the protractor and
the circles to model angles in a circle
and finding unknown measures.
Monitoring the students as they work
with a partner on the circle measuring
activity.
Phase Evaluate
Observing the teacher working with angles
in a circle.
Working collaboratively on their circles to
find measures of angles in a circle.
Day Eleven Activity – Performance Assessment
Materials: Performance Assessment Handout, Protractor
Provide students with a protractor.
Analyze the situation(s) described below. Organize and record your work for each of
the following tasks. Using precise mathematical language, justify and explain each
mathematical process.
The town of Pineville is building a new sports park that will be circular in shape. The
three main sections of the park will contain a football field, a tennis court, and a skate
park.
1) The fourth grade students at Pine Elementary are looking at a diagram of the plans
16
Unit 10 Geometry-Measuring Angles Grade 4
for the park. They notice that the circular shape that outlines the park has a football
field in one of the sections.
a) Determine the measure of the angle represented by the “cut-out” or section of the
circle where the football field is located. Describe how the measure of an angle can be
illustrated as a part of a circle using the terms turn, center, vertex, rays, and angle.
b) Identify the angle the football field section represents as a portion of a circle in
terms of
.
2) The diagram shown below illustrates how the park will be divided. The largest
section will contain a skate park and the smallest section will have equipment and
apparel shops.
a) Given the angle measure of the section for the equipment and apparel shops,
determine the measure of the angle for the section for the skate park.
What’s the teacher doing?
What are the students doing?
Monitoring students during assessment
Completing performance assessment using
knowledge from lesson.
17