Angles and Lines (Geometry)

4th Grade Math

Yesica Manilla

© Grant Wiggins & Jay McTighe 2011

 Stage 1 Desired Results

ESTABLISHED GOALS/STANDARDS Transfer

Students will be able to independently use their learning to…
Goal: Students will be able to identify and Identify how angles fit into our world and how they impact our surroundings.
measure an angle using a protractor.
Additionally, they will also be able to apply When buying furniture, you need to know the angle of a corner to determine what piece would
their knowledge and calculate the reflex angle fit in best
while using proper terminology to explain Meaning
their thought process. UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that…
Standards: - Angles are used to create buildings - How do angles form life around us? Where
CCSS.MATH.CONTENT.4.G.A.1 and roads around us. do we see angles and lines take place in our
Draw points, lines, line segments, rays, angles - Angles and lines are used to form art daily life?
(right, acute, obtuse), and perpendicular and and show direction. - How do lines build/affect our lives?
parallel lines. Identify these in (perpendicular, parallel, intersecting)
two-dimensional figures.
Acquisition
CCSS.MATH.CONTENT.4.MD.C.6 Students will know… Students will be skilled at…
Measure angles in whole-number degrees Knowledge needed to meet the goals and Skills needed to achieve understanding and
using a protractor. Sketch angles of specified understand address established goals
measure. -The distinct characteristics between the Using a protractor to measure the degree of
different angles and lines. an angle on their own.
CCSS.MATH.CONTENT.4.G.A.2 -The terminology/vocabulary such as angle,
Classify two-dimensional figures based on the acute, right, obtuse, parallel, perpendicular, -They will also be able to draw an angle with
presence or absence of parallel or and intersecting lines. the identified degree.
perpendicular lines, or the presence or -How to use a protractor to measure angles in
absence of angles of a specified size. degrees step by step. -Finding the measure of angle X when angle X
Recognize right triangles as a category, and -Body movements to demonstrate their is part of an angle that we know the given
identify right triangles. understanding of terminology. value.

© Grant Wiggins & Jay McTighe 2011

ELD Standards:

Collaborative:
SL.K.1, 6; L.K.1, 6
1. Exchanging information and ideas with
others through oral collaborative
discussions on a range of social and
academic topics.
Productive:
12. Selecting and applying carried and
precise vocabulary and language structures to
effectively convey ideas.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
See Rubric at the end TRANSFER TASK(S):
Goal: Your task is to build a home for a family. You must use angles and lines to form this
structure that does not collapse. It must also be pleasing to the eye.
Students must be able to identify Role: You are an architect
two-dimensional figures as perpendicular Audience: Your clients are a family looking to purchase a home that they will stay in for years,
lines, parallel lines, intersecting lines, right and one day pass onto their children.
angle, obtuse angle, acute angle, points, and Situation: The challenge involves dealing with angles and lines that will align perfectly into one
rays. another to build a strong and sturdy building.
Product: You need to develop a layout plan and then build on that to determine what your
angles and dimensions will look like.
Success: A successful result will be judged by your home buyers. It will be successful if the
building has no gaps, the math adds up correctly, and is aesthetically pleasing to the eye.

Students must be able to explain to peers how OTHER EVIDENCE: Assessments

they have identified an angle and why it was Quizizz, Kahoot, Exit-Tickets
identified that way.
After direct instruction, students will be asked to complete an activity sheet where they will
show their knowledge and skill on measuring with a protractor. I will be walking around and
check to see how well they are able to complete this activity on their own.

© Grant Wiggins & Jay McTighe 2011

Students must be able to explain step by step
how to properly use a protractor to measure
an angle.

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Monday Tuesday Wednesday Thursday Friday

Day 1 Day 2 Day 3 Day 4 Day 5

Introducing geometry Teach the methods of Continue to practice Review Review angles
-Introduce Vocab and how to identify different Vocab -Introduce the protractor
angles angles. -Specifically the
-What their different types of angles
characteristics are

Day 6 Day 7 Day 8 Day 9 Day 10

Practice the using the Continue practice using Introduce calculating Calculate reflex angle Introduce circles
protractor the protractor the reflex and identifying polygons
-Informal assessment

Day 11 Day 12 Day 13

© Grant Wiggins & Jay McTighe 2011

 Circles and identifying Take pre assessment Review pre assessment
polygons continued
Do performance task

Performance Task Rubric

Excellent Good Fair Total
(10) (8) (5)

Mathematically Correct All angles are labeled Most angles are labeled Few angles are labeled
- angles are and measured correctly and measured correctly. and measured correctly.
labeled and
measured
correctly.

Uses appropriate math Always uses Uses most academic Incorrectly uses the
language appropriate academic language appropriately appropriate academic
language when but makes a few language when
describing the layout mistakes. describing the layout
and set up of the and set up of the
classroom. classroom.

Creativity and attention The student uses a The student uses some The student uses
to detail variety of angles and angles and lines limited angles and lines
lines throughout their throughout their throughout their
classroom plan and planning and displays planning and displays
displays creativity in creativity in their little planning.
their planning. planning.

© Grant Wiggins & Jay McTighe 2011

Lesson Title Intro to Angles

Grade Level/ Content 4th grade/ Geometry, Angles

Standards - Students will master the skill of identifying right, acute, and obtuse
angles. (4.G.1)
- Students will be able to identify an angle as a geometric figure formed
where two rays share a common endpoint (4.MD.5)

Objective - Introduce angles to students and the different kinds.

- Demonstrate how you can identify key details to help
categorize angles.
- Understand that an angle is part of a circle.
- Understand that an angle is formed by two meeting rays.
- Provide students with content specific vocabulary.

Enduring Understanding Students will be able to understand what different methods are that
can help them identify what category to place an angle in.

Essential Question - What must you first identify about an angle to help you
categorize it and how do you identify it?

© Grant Wiggins & Jay McTighe 2011

Assessment and Feedback Students will be observed during the vocabulary movements at the
beginning of the lesson.
Students will also be completing their activity of identifying different
angles on their own, sharing with their partners, and then will
receive additional feedback as we go through it as a class.

Learning Experiences Opening:

(Label WHERETO) O: organize The unit will be organized in sequence of identifying
what the characteristics of each angle will look like after reviewing
the vocabulary. After this, students will use that information to help
apply that knowledge to identify each angle.
W:where and why: I will tell them that knowing these terms will
allow them to understand how to clearly and accurately identify
different angles and line segments.

H: hook and hold The lesson will start off by reviewing the different
vocabulary terms that the students have been introduced to with
body movements.

Body:

E: equip I will model for the students the different strategies that I
can use to help me identify what kind of angle is being shown to me. I
equip my students with the appropriate tools.
● Modeling: At the beginning of the lesson, I led the students in
body movement and oral cues to help them remember how to

© Grant Wiggins & Jay McTighe 2011

 identify each angle. (acute, obtuse, and right angles) In addition, as
we moved into the learning activity of naming pattern block angles, I
incorporated the I Do, We Do, You Do method.

Pattern Block Angles (pg. 165)

- Using pattern blocks they are labeling the angles. They will be
able to use the manipulative that I provided to them to help them
determine if the angles are right, acute, or obtuse angles. They will
apply their newly learned knowledge to identify each angle in a
pattern block.
Kahoot (using technology) and informal assessment
- Students will be using their chrome books to complete a Kaoot
with their peers. My class is very motivated by competition so
I like to use that as an advantage to keep them engaged.
- It also allows me to see a quick snapshot or get an idea of how
they are doing or what students need more help. I use this as my
informal assessment.

R: rethink, reflect, revise The students will have to correct their

mistakes during the time that we go over the activity as a class. I will
ask for volunteers to give their answers, and discuss how they know
that is the answer, encouraging them to use the correct academic
terminology.

T: tailor Students share out with their partners what they have
received for their answers.

© Grant Wiggins & Jay McTighe 2011

Closure/ Application E: evaluate We will be going over the answers in their informal
assessment together as a class, discussing what the students received
and making corrections to some misunderstandings.

Teacher Notes INFORMAL observations will be done when students are working
independently.
- I would be walking around to review student work as they are
completing their work with their partners. If I see recurring
confusion with a particular student or with a specific angle I will
make sure to review it once again.
- In the first activity, students will be having to name the different
angles that form multiple kinds of shapes. Students will be able to
identify tha3t two rays that meet at a vertex, or a corner, is a kind
of angle. For example, in a square there are four angles because
there are four vertices.
- The task for students in this activity is to be able to identify
what kind of angles are forming the shape, acute, obtuse,
or right angles.
- This activity will help me check for understanding if the
students are able to accurately identify which angles are
being used. In addition, we will be reviewing the activity
as a class and I will be looking for if the students can
explain their thinking and reason orally.
- In addition, to my informal observations, the students will also
complete a kahoot at the end of the lesson to help me get a snapshot of
where they are at with the lesson of the day. The kahoot is about the
different angles and academic terms.

© Grant Wiggins & Jay McTighe 2011

Lesson Title Intro to Angles Lesson 5: Introduce the Protractor

Grade Level/ Content 4th grade/ Geometry, Angles

Standards - Students will master the skill of identifying right, acute, and obtuse
angles. (4.G.1)
- Students will be able to identify an angle as a geometric figure formed
where two rays share a common endpoint (4.MD.5)

CCSS.MATH.CONTENT.4.MD.C.6
Measure angles in whole-number degrees using a protractor. Sketch
angles of specified measure.

CCSS.MATH.CONTENT.4.MD.C.5
Recognize angles as geometric shapes that are formed wherever two
rays share a common endpoint, and understand concepts of angle
measurement:
CCSS.MATH.CONTENT.4.MD.C.5.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 "one-degree angle," and
can be used to measure angles.

Objective Students will be able to apply their prior knowledge to build an

understanding of how to accurately measure an angle.

© Grant Wiggins & Jay McTighe 2011

Enduring Understanding Students will be able to analyze and categorize angles based on their
measure of degree. Students will also be able to understand that
angles are everywhere around us such as in railroads and buildings.

Essential Question How can you explain how to measure an angle to someone else?

Assessment and Feedback As an informal assessment for this lesson, I will be walking around and
monitoring the progress of my students as they attempt to measure
angles on their own. I will take note of the recurring mistakes that are
being made or if there are any obvious points I should review once
again.
- This is important as the students will be learning how to properly
use a protractor. Students will be evaluated if they are able to
measure the angles on the Classifying Angles sheet using their
protractor, within a 3-5 degree range of accuracy. The feedback
students will get are from me as I circulate the room and during
the class discussion where they can self-correct their work.

- I will also be using the Seesaw Activity as a guiding point to

evaluate where my students are with recognizing the academic terms. If
a student gets more than two terms incorrect, I will pull them aside and
review the terms with them individually. If the confusion is all around for
the entire class the review will take place during the lesson.

Learning Experiences Opening:

(Label WHERETO) W: where and why
The students have now mastered the ability to identify what kind of angle
is being shown to them. With prior knowledge in this concept, they will
now also be able to add onto that knowledge and learn how to measure

© Grant Wiggins & Jay McTighe 2011

 the angle in degrees using a protractor. Introducing this concept builds
on the knowledge they have attained in previous lessons.

H: hook
- Use of Technology: Seesaw Activity
- Students will enter this lesson by doing a quick and brief
review of angles through a seesaw activity.
- The students will be completing a short activity using their
chromebooks where they have to match the name of the
angle to the picture of the angle. For example: The words
“Acute Angle” are colored red, so they would circle the
picture of the acute angle in red to match it. This will also
be serving as an informal assessment.

Body:
T: tailor
- Students will then have an opportunity to practice with the
protractors through guided practice and instant feedback, as I will
be circulating the room during independent practice. I will also be
providing in the moment feedback for any students who need it.
- Based on how I see the students understanding the concept and
skills of using a protractor, I will re-explain or continue to provide more
practice. Scaffolding: As I was monitoring the progress of my students I
would adjust my teaching to the needs of my student. For example,
re-explain a concept in a different manner using terms or examples that
they could understand.
- I incorporated visuals and examples for each kind of angle.
- I provided the minecraft square to help the students
visualize and identify what angle is a 90 degree angle,
obtuse, or acute angle.

© Grant Wiggins & Jay McTighe 2011

 - Provided the students with a geometry packet that can be used to
reference as they need. This packet includes examples and definitions of
lines, shapes, and angles.

E: equip
- Direct Instruction: Learning the Protractor
- Students will learn through direct instruction at the start of
the lesson. As I am modeling and explaining the different
parts of a protractor, the students will be following along
with a note taking sheet that I provided.
- O (organize): After explaining each part of a protractor, I
will follow the model of “I Do, We Do, You Do”.
E: evaluate
- We will quickly correct the four angles that they all had on their
note-taking sheet as a class. They will be measuring a right angle, acute
angle, a straight angle, and an obtuse angle. If their measurements
seem to be on the right path we will continue to the next activity.
- Classifying Angles Activity
- Students will then have an opportunity to have additional practice
using a protractor and measuring angles using the activity sheet from the
previous day. They labeled them as acute, right, or obtuse and today
they will be measuring them with the protractor. To close the lesson, we
will be correcting the activity as a class. Students will be checking their
own and making corrections.

R: rethink, revise, reflect

- Self-correcting: The students had the opportunity to self-correct
their work as we reviewed the answers as a class. This helps the
students know if they are doing it correctly or if they have to go back to
correct a mistake they are making.
E: evaluate

© Grant Wiggins & Jay McTighe 2011

 Throughout the activity, students will need to evaluate whether or
not they are able to use the minecraft square to help them measure
an angle. They should also evaluate which is the spot that they are
having the confusion on.
-

Closure/ Application Students will have to explain to one another orally how to measure a
protractor as if they are teaching someone for the first time. In doing
this, students will realize which part they do not fully understand and
make the corrections.

Teacher Notes When teaching how to measure with the protractor, do not
forget to remind the students that they are to ensure that their
protractor does not move. Let them know that they should be
placing one side of the angle along the baseline of the protractor.

Lesson Title Intro to Angles: Lesson 8 Calculating Reflex Angles

Grade Level/ Content 4th grade/ Geometry, Angles

Standards CCSS.MATH.CONTENT.4.MD.C.5

© Grant Wiggins & Jay McTighe 2011

 Recognize angles as geometric shapes that are formed wherever two
rays share a common endpoint, and understand concepts of angle
measurement:
CCSS.MATH.CONTENT.4.MD.C.5.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 "one-degree angle," and
can be used to measure angles.
CCSS.MATH.CONTENT.4.MD.C.6
Measure angles in whole-number degrees using a protractor. Sketch
angles of specified measure.

Objective Students will continue to build on their prior knowledge and

calculate the reflex angle of a given angle.

Enduring Understanding Students will understand that an angle is part of a full circle, which is
360 degrees. Using this knowledge, they will be able to calculate the
reflex angle and analyze if it is complementary to the given angle.

Essential Question What steps do I need to take to find the reflex angle?

Assessment and Feedback Students will be doing their own self correcting, but they will also be
gaining feedback from myself. I will be monitoring the student
learning and engagement as I circulate around the room.

© Grant Wiggins & Jay McTighe 2011

Learning Experiences Opening:
(Label WHERETO)
W: Students will know that they are to help them gain a better
understanding of the performance task, they will be completing
a partner activity that will require them to identify the angles
and lines throughout our classroom. By doing this, students will
be able to clearly see how angles and lines will affect their
performance task.
Hook: Students will be paired with a partner and some sticky
notes. Together they will go around our classroom and label
different angles and lines that they find around our classroom.
The goal is to accurately identify as many as they can to show
their understanding that angles and lines form our
surroundings.
- Students will be reviewing the different kinds of angles. To review
we will also be connecting them to the angles that we find around
the classroom.
- Experiences: Students are paired with a partner to place
their designated sticky note paper on as many items that
they can find around our classroom. It is a friendly
competition, so the group who gets the most accurate
labels, wins.
- This helps students identify how angles are connected to our real
life scenarios and how they help us build everything that is around us.
Angles are essential to build your home, toy chest, roads, playgrounds,
and much more.

Organize: Students will be strategically paired with

heterogeneous partners throughout for this entire lesson. I will
start by giving an example of what is expected of them and then

© Grant Wiggins & Jay McTighe 2011

 release them to try on their own with their partners. As the
students are working, I will be monitoring.

Body:
Tailor: Word bank written on the whiteboard in front of the classroom for
quick reference.
- Geometry packet at their disposal.
- Minecraft square
- Strategic pairing
- Visual aids
- Additional adults in the room for students who have an IEP.
- Students with special needs are allowed to take a break as
needed.
- Reduced amount of work.

Experiences: Students will then complete the Determining Angles with

Protractors activity sheet.
- This activity displays an angle placed on top of a protractor.
Students are to read the protractor and determine the degree of the
given angle. This also allows for additional practice for my students to
ensure that this skill is mastered, to further master the next skill (reflex
angles).
Reflect: Students will be required to reflect on their answers
with their partners and determine if they measured the correct
angle or not. After doing so, students will be
Express understanding: Students should be able to orally
express their understanding and reasoning during the class
discussion of the activity. Ask questions such as, “How do you
know?” when they state what kind of angle is being shown. This

© Grant Wiggins & Jay McTighe 2011

 helps students practice expressing and using the academic
language that was learned.

Closure/ Application Have students begin thinking about the layout of the classroom. Ask
them how they would rearrange the classroom if they had the
opportunity to do so. It is their job to present it to myself and the
principle. (emphasize the importance of angles and lines)

Teacher Notes Make sure to give the students no more than ten minutes for the
first activity. The students should be working with their
teammates and stay together throughout the activity.

© Grant Wiggins & Jay McTighe 2011