Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 66169
Circle the Angles
Students are asked to circle figures that show angles from a set of figures and then describe the defining attributes of angles.
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, angle, ray, vertex, end point
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_CircleTheAngles_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each student to
explain his or her thinking and strategy.
1. The teacher provides the student with the Circle the Angles worksheet and reads the directions aloud.
2. The teacher provides the student with adequate time to complete the worksheet.
3. The teacher asks the student to explain what makes an angle.
TASK RUBRIC
Getting Started
Misconception/Error
The student has limited understanding of angles and angle concepts.
Examples of Student Work at this Level
The student circles figures that are not angles and is unable to describe an angle correctly.
page 1 of 4 The student does not circle all of the angles and is unable to describe an angle correctly.
Questions Eliciting Thinking
What does an angle look like?
What is an angle made of?
Do the rays have to be touching?
Do the rays have to be the same length?
Instructional Implications
Clearly define the term angle as a figure formed by two rays with a common endpoint. Provide the student with exposure to examples of angles of different measure and in
various orientations. Also vary the lengths of the sides of the angles. With each example, emphasize the defining attributes of an angle (e.g., the two rays and the common
endpoint). Explain that in the context of angles, the common endpoint is called the vertex of the angle and the rays are called the sides of the angle. Ensure the student
understands that the length of the side of an angle that is shown and the measure of the angle are not defining attributes. Encourage the student to draw his or her own
examples and non-examples of angles and then justify each drawing.
Show the student angles in the context of other diagrams such as intersecting lines and polygons. Ask the student to find examples of angles and clearly identify the vertex
and sides of each example.
Making Progress
Misconception/Error
The student does not use mathematically precise language to describe the defining attributes of angles.
Examples of Student Work at this Level
The student circles all of the angles and none of the non-angles, but makes errors in describing the defining attributes of angles. The student:
Uses vague or overly general terminology to describe parts of angles.
Uses language that is not mathematically correct. He or she says that angles “have two lines,” “they intersect,” or “they have a point.”
Says, “They are all obtuse angles, the angles are 45 and 90 degrees, and they are connected to a dot so they are all angles.”
Says, “An angle must have two lines and be attached to form an angle.”
Questions Eliciting Thinking
What is this part of the angle called?
What is the difference between a ray and a line?
page 2 of 4 What does a ray have?
How many rays is an angle made of?
What do both rays share in an angle?
Instructional Implications
Review the defining attributes of angles (e.g., the two rays with a common endpoint and the terminology used to describe them). Explain that in the context of angles,
the common endpoint is called the vertex of the angle and the rays are called the sides of the angle. Model the use of mathematically precise language to describe angles.
Provide opportunities for the student to practice using mathematical terminology to describe angles and their parts with a partner.
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 circles all of the angles and explains that each angle is composed of two rays that share a common endpoint.
Questions Eliciting Thinking
What is the common endpoint called? What are the rays called?
Can an angle be straight? Where are the sides of the angle if it is straight?
How do you measure an angle?
Instructional Implications
Consider using the MFAS task Lawn Sprinkler (4.MD.3.5) to assess the student’s understanding of angle measures and degrees.
Consider using the MFAS task This Angle (4.MD.3.5) which assesses the student’s understanding of what determines the measure of an angle.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Circle the Angles worksheet
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.3.5:
Description
Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand
concepts of angle measurement:
a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering
the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns
through 1/360 of a circle is called a “one­degree angle,” and can be used to measure angles.
b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
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