Over the past week I have been teaching angles to my S1 class. We are still working on angles but I thought I would share a few of the different ways we have been learning about angles so far.

After a quick discussion about their prior knowledge we took a note about the different types of angles. These covered acute, right, obtuse, straight, reflex and full turn.

I then set the class this challenge:This provided some interesting chats especially about where 0º would belong. This was followed by a quick quiz where pupils were asked to name the type of angle and give an estimate for the size of the angle. For this I had pre-prepared angles drawn on my interactive board. Pupils shared their responses via mini whiteboards.

The next lesson started with a favourite of mine from Transum

We then measured the angles and compared our total estimate to the total accurate measurement.

Our attention then turned to measuring angles. This always scares me as a lesson as using protractors with a class can turn into a nightmare. However, I demonstrated various examples on the interactive board and this time the pupils didn’t struggle as much as other classes.

This is the measuring angles task I set for the class.

This task really emphasised using knowledge of the type of angle to help with the estimate. This then ensured that when pupils were measuring the angles they knew the range of degrees that the measurement should be in. Now it wasn’t perfect. Some pupils placed the protractor at the end of an arm and not the vertex. Some still read from the wrong scale on the protractor despite the estimation.

After this we moved onto drawing angles accurately. We looked at how to name angles using three letters, which confused some of my pupils who couldn’t understand why three random letters could represent an angle.

After a whole class demonstration of drawing angles I displayed these angles for the class to draw.

I loved seeing the different ways some of the class tackled drawing angles larger than 180º. Some measured 180º then added on the extra angle required whilst others subtracted the angle from 360º and measured the angle anti-clockwise.

So far these lessons have taken 3 periods. The next few lessons were spent on angle calculations involving complementary, supplementary, vertically opposite angles and angles around a point.

For the examples I used my visualizer. I worked through an example of a complementary angle calculation then I set a question for the class to do. Then I repeated this for supplementary, vertically opposite angles and angles around a point. I really like using this technique “I do, you do” as the pupils get the opportunity to tackle questions immediately and I get instant feedback on their understanding.

The class were then given these two worksheets to work through.

The worksheets were designed to alternate between complementary, supplementary, vertically opposite angles and angles around a point. This meant that my pupils were not just repetitively subtracting an angle from 90º or 180º or 360º but having to think about each individual question and the correct method to use to solve it. I found that my pupils asked lots of questions, mostly wanting to verify they had chosen the correct method, but at the start of the next lesson I set these questionsand the majority of the class were able to answer them all correctly with no help from me. Most of the class had completed sheet A so the class then had the opportunity to complete worksheet B or consolidate their angle calculations with some more practice from a textbook.

The next part of the angles topic is angles in triangles and parallel lines. I will share about these once we have completed them.

Here are the worksheets I created:

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