Year 5 Maths Planner

Content Strand: Measurement &

Geometry

Substrand / topic: Using units of

Measurement

Term / Weeks: 3 / 9-10

Key statements from Ausvels

Year below:

At year level:

Compare angles and classify them as Estimate, measure and compare angles
using
degrees.
equal to, greater than or less than a
Construct angles using a protractor
right angle

What are the key ideas in relation to this sub-strand at this

level?
Angle The amount of turn between two rays that share a
common endpoint (vertex) The standard unit of angle
measurement is degrees. NB: Also refer to Shape in the
Geometry section.

Reporting comments for this unit

Identifies angles as acute, right or obtuse
Uses a protractor to accurately measure angles

Year above:
Investigate, with and without digital
technologies, angles on a straight line,
angles at a point and vertically opposite
angles. Use results to find unknown angles

Ideas for formal and informal assessment

What do we want the students to be able to do by the end of
the unit?
How will we know that they can do it?
Pre and post angle assessment
Expression of big or key understanding using a tweet response

LEARNING
INTENTION
Shared with the
students. May
carry over
multiple lessons

WEEK 9
Session 1
Monday
Session 2
Wednesday
Learning
Intention: I can
label sets of
lines arranged in
different ways
Success
Criteria: I
know I am
successful if I
can glue all of
the names and
definitions into
my worksheet
and draw a
picture of the
line or angle.

MENTAL
COMPUTATIO
N AND PLACE
VALUE FOCUS
10-15 minutes
Strategically
planned to
develop fluency
and
understanding

SETTING
THE SCENE

LEARNING
EXPERIENCE

Strategically designed
to get the students
thinking about a key
mathematical idea

Make strategic and varied

decisions about how/if the
students are grouped, who they
are grouped with and who
selects the groups

ENABLING AND
EXTENDING
PROMPTS

REFLECTION/
KEY PROBING
QUESTIONS

If the lesson
structure
requires these

Linked to
Learning
Intention and
used
throughout the
lesson

Lines and angles pre-assessment task

Date Math

Brainstorm any words

students know
associated with lines
and angles. Have
them define each.
Record on board.
What is an angle?
What are we
measuring when we
measure angles?
What does the arch or
curve mean on an
angle?
What are the parts of
an angle called?
recognising that
angles have arms
and a vertex, and
that size is the
amount of turn

Exploring lines:
Give students time to explore
worksheet/cut out and have a
go at matching definitions with
types of lines and angles
matching those defined on the
board.
Draw each type of angle on the
board and
have students identify name /
definition they then fix this in
their books and draw the angle
In pairs students create A6
sized posters for each type of
line/angle one student writing
the definition and the other
drawing the angle/heading to
create a whole class angle
reference chart.

Enable:
Extend:

Creation of
class angles
poster
Why do you
think it is ___
angle/line?
What do we
know about the
angle/line I
have drawn on
the board?
How could that
help us work
out what
angle/line it is?

required for one

arm to coincide with
the other
Thursday
Session 3
Friday
Learning
Intention: I can
identify different
types of lines in
my environment
Success
Criteria: I know
I am successful
if I can find at
least 10
examples of
lines in my
environment.
WEEK 10
Session 4
Monday
Learning
Intention: We
are learning how
to identify and
measure
different angles

Success Criteria:
We know we are
successful when
we have

Time Challenge

Year 5 excursion to Salesian College

Revise line terms
Lines and Angles Hunt
from previous lesson
Find examples of perpendicular,
intersecting and parallel lines in
and near the classroom as well
as types of angles.
Draw and label these in Maths
book

Enable: work in
pairs
Extend: find
reflex angles

Connect IPad to
IWB
Share types of
lines found
what about the
line tells us that
it is a ____ line?

Enable:
teacher support
Extend:
students
measure angles
around the room

Students record
one thing they
learnt and one
they have a
question about
in maths books

Take photos of lines on Ipad

Date Math

Revise line and angle

terms from
Wednesdays lesson
and discuss.
Explore how to use a
protractor to measure
angles up to 180
degrees
Right up a step by
step as a class on the
board for
how to measure an
angle using a
protractor!

Table groups
Each student gets a long piece
of masking tape. In table
groups students create long
lines across their tables,
crossing over one anothers
lines.
In partners students measure
the angles they have made
using a protractor and write the
degree on the masking tape
near the vertex.

measured and
labelled all the
angles on our
table
Session 5
Wednesday
Learning
Intention: We
can estimate
and measure
different angles

Wheres the
maths?
5min

1. Draw angle on the

board
2. Estimate and
model measuring
the angle and
writing degree.
3. Model thinking
process for
estimation.

Success
Criteria: I know
I am successful
if I can estimate
and measure
the angles and
fill in the table
on the
worksheet

Session 6
Thursday
Learning

Model measuring
masking tape angle on
board.
Estimating &
measuring angles

T-P-S
Review Line
and Angle

Students label lines.

Students estimate and measure

numbers 1-6. Hopefully
students will reduce their error
total compared to first task.
Stick sheets in book show
teacher
15min
RETURN TO FLOOR
Display geometric artwork

Model Worksheet Part

One:
Measure angles in artwork as a
4. Estimate the
class
measurement of
angles 7-10 and fill Create an artwork using angles
in, in table.
measure the angles as you
5. Measure each
create your work
angle using a
protractor and
15min
record actual
measurement in
table, along with
difference between
estimate and
measurement.
10min
Lines and angles post-assessment
Students continue with angle artworks

Artwork
open-ended
Enable:
Extend:

Tweet big idea

or key
understanding
gained in this
unit.
10 min

intention: We
are seeing how
much our
understanding
of lines and
angles has
grown
Success Criteria:
I know I am
successful if I
can quietly and
independently
work on my
post-test.

terms

Unit Evaluation
P positives, successes, and
achievements related to your
professional knowledge, practices, and
engagement

M minuses, challenges,
improvement areas related to your
developing professional knowledge,
practices, and engagement

I improvement ideas, future

strategies, ways forward for
developing the challenges into successes

(dot points are appropriate here as long as

some evidence is referenced)
Students enjoyed kinaesthetic
activities line/angles hunt and
masking tape angles measuring
students of all abilities becoming
involved and engaged
Art work activity had students excited
about measuring angles

(dot points are appropriate here as long as

some evidence is referenced)
Lines and angles definition sheet was
frustrating to facilitate and boring for
students
Higher students needed extension as
some already knew how to measure
angles to 180 degrees.

(dot points are appropriate here)

More interesting way to develop
understanding of definitions of angles
perhaps have students create a card
which has a definition, image and label
for one type of angle or line, then put
all these together in a poster. If a
poster was created aphotograph could
be taken and students could paste it
into their maths books
Use pre-assessment to develop top
group and extend through focus on
reflex angles higher students jumped
on the idea when introduced as a side
to another lesson and were excited
about being able to measure reflex
angles