Using a Protractor to identify Angles

Common Core Standard:

C.2.3.4.A.2 Classify two dimensional figures by properties of their lines

and angles.
CC.2.4.4.A.6 Measure angles and use properties of adjacent angles to
solve problems.
Objective: Students will utilize various mathematical tool in order to understand the types of
angles.
Materials:
Protractor
Measurement Sheet
Angle Template
Ruler
Paper
Protractor
Motivation:
We will review the different types of angles we have gone over in the other two lessons.
o What type of angle is less than 90 degrees?
o What type of angle is equal to 90 degrees?
o What type of angle is greater than 90 degrees?
Instruction:
I will explain to students that we have so far used a right angle made from paper in order
to determine the degrees of angles.
Angles can be measured by their label (names) but also their exact angle degree
I will show student a protractor
Ask:
o Has anyone ever seen a protractor before?
o What is its function (What does it do)?
Show student three angles (Acute, Right, Obtuse)
o We have been identifying acute and obtuse angles as their names, but now using a
protractor allows us to see exactly what their angle measure is.
Explain how to use the protractor and how to read the protractor
Place the center of the protractor at the vertex.
Rotate the protractor so that the flat side of the protractor is even with the
line.
 Look at the top line measurement and determine which od thr three types
of angles the visual shows.
I will explain that I will have student practice identifying angles with the protractor by
proving a list of angles, and students will need to write the identification of the angle.
Guided Practice:
Students will be handed a sheet of various angles
We will begin by identifying what type of angle each is
o This will help us identify if the angle will be less than or greater than 90
Individual Practice:
Students will have the opportunity to complete the rest of the angles on their own.
Offer help as needed.
Assessment:
I will present an angle to each student and they will need to
o Label the angle as Acute, Right, or Obtuse
o Write the reason why.
Modifications:
One student will be wearing an FM system
I will be wearing a lapel microphone
Repeating directions for student who have troubling processing information
Chunking tasks into smaller parts.
Check for understanding of directions.
Preferential Seating
Frequent feedback and praise
Extra time to complete classwork for a few group of students.