Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 68690
Drawing and Measuring Angles
Students are asked to draw and measure acute and obtuse angles whose vertices are at the center of a circle.
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, drawing angles, degrees, measuring angles, protractor, acute, obtuse, vertex
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_DrawingAndMeasuringAngles_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task may be implemented individually or in small groups.
1. The teacher provides the student with the Drawing and Measuring Angles worksheet and a protractor and says, “Use the center of the circle as the vertex of each angle.
Draw an angle whose measure is less than 90 degrees.”
2. The teacher says, “Now measure your angle above. What is the measure of the angle you drew?” The teacher should observe how the student uses the protractor.
3. The teacher says, “Draw an angle whose measure is more than 90 degrees.” The teacher should observe how the student uses the protractor.
4. The teacher says, “Now measure your angle above. What is the measure of the angle you drew?” The teacher should observe how the student uses the protractor.
Note: Since protractors are not exact instruments, students should be given a margin of error in construction.
TASK RUBRIC
Getting Started
Misconception/Error
The student does not know how to correctly use a protractor to draw and measure angles.
Examples of Student Work at this Level
The student draws a single line segment or ray.
page 1 of 3 The student is unable to use a protractor to measure the angles. The student:
Uses the centimeter ruler or inch ruler instead of the baseline when measuring the angles.
Measures the length of each ray and adds the lengths together.
Measures the distance between the two rays using the ruler on the protractor.
Does not correctly align the angle to be measured on the protractor.
Questions Eliciting Thinking
What does an angle that measures exactly 90 degrees look like?
How do you know if an angle is less than 90 degrees? What about more than 90 degrees?
Can you explain how to use a protractor to measure an angle?
What do you know about acute angles? Obtuse angles?
You drew an angle that is more than 90 degrees when your angle should be less. Can you measure the angle you drew?
Instructional Implications
Review or reteach the angle classifications (acute, right, and obtuse) so that the student understands the relative size of angles.
Provide instruction on how use a protractor to measure and draw angles of a given measure. Consider initially using a 360 degree protractor if available. Then transition to
using a conventional 180 degree protractor to measure and draw angles.
Use a circular protractor to explain that a one-degree angle is
of a full turn. Relate the student’s understanding of one­degree turns to using a protractor to determine
an angle’s measure. Emphasize and explore benchmark angles. Once the student is proficient with measuring angles using a protractor, have the student draw angles of a
specified measure. Consider using the MFAS task Lawn Sprinkler (4.MD.3.5).
Consider using the MFAS task Measuring Angles With a Protractor (4.MD.3.6) to assess a student’s understanding of measuring angles using a protractor.
Making Progress
Misconception/Error
The student makes errors measuring angles.
Examples of Student Work at this Level
The student accurately draws angles less than and more than 90 degrees. However, the student makes errors when determining the measure of each angle. The student:
Draws a 60 degree angle but says the measure is 70 degrees.
Confuses the inner and outer scales of the protractor, drawing a 30 degree angle but saying the angle measures 150 degrees.
Questions Eliciting Thinking
Can you measure this angle again?
How do you know which scale to use on the protractor when you are measuring or drawing angles?
What does a 90 degrees angle look like? What about a 45 degree angle? How can you use this knowledge to help you decide which numbers you need to read on the
protractor?
Instructional Implications
Review acute and obtuse angles with the student. Encourage the student to use an understanding of angle types to determine if the angle drawn matches the type of
angle as given by its measure.
Review the procedure for measuring angles using a protractor. Explain how to determine which scale to use in a given situation.
Have the student work with a partner to practice measuring angles with a protractor. Then have the student draw angles of a specified measure.
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student accurately draws an angle less than 90 degrees and more than 90 degrees. The student correctly uses a protractor to measure (within five degrees of
accuracy) the angles and records these measurements in degrees.
page 2 of 3 Questions Eliciting Thinking
Can you draw an acute, right, obtuse, and reflex angle? Can you measure each angle with the protractor?
How are acute, right, obtuse, and reflex angles different?
Why do you think there are two different sets of numbers on the protractor?
How would you draw an angle that measures 200 degrees?
Instructional Implications
Provide opportunities for the student to draw reflex angles using a protractor. Consider using the MFAS task Using a Protractor to Draw Angles (4.MD.3.6).
Provide opportunities for the student to use additive reasoning to find unknown angle measures.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Drawing and Measuring Angles worksheet
Protractors
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.4.MD.3.6:
Description
Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
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