Lesson Planning of Types of Angles Subject Mathematics Grade 5th

 

Lesson Planning of Types of Angles

Subject Mathematics

Grade 5th

Students` Learning Outcomes

  • They recognize right angle through horizontal and vertical lines.
  • They demonstrate acute and obtuse angles via right angle.

Information for Teachers

Zero Angle

Obtuse Angle

Right Angle

Acute Angle

Types of angles

  • Angles are classified according to their size.
  • An acute angle is greater than 00 and less than 900.

  • A right angle equals exactly 900.

  • Note: that a right angle is marked on the diagram as a small square.
  • An obtuse angle is greater than 900 and less than 1800.

  • A straight angle equals exactly 1800.

Material / Resources

Writing bard, chalk / marker, duster, toothpicks, glue, clock (paper-made or original)

Introduction

  • Act and demonstrate by sitting in three directions:

    1. Straight up bend down
    2. Stretch back and introduce right, acute and obtuse angles.

  • Draw figure on board: L is right, V is acute.
  • Acute is “A cute angle”.

Clock faces work well for playing with angles. 3 o`clock make right angles from the minute hand and 2 o`clock is an acute angle. 4 o`clock makes an obtuse angle.


Development

Activity 1

  • With a movement of your arm along the elbow reinforce acute and obtuse along a straight line.
  • Repeat to explain the difference between right angle and other angles.
  • The students use their arms and legs to make angles by bending and moving (physical exercise add pictures or sketch if possible)
  • Make the angles with toothpicks, glue them on to paper, and label them.
  • Find five objects in your home that have right angles in them.

  • Draw some angles on the board and ask them to mark the angles as acute, right, obtuse, or straight (whole class activity)
  • Recall the concept of horizontal and vertical lines and introduce the angle between them as right angle by asking does it make an L shape?
  • Assign pair work of labeling angles (questions can be assigned from a book or prepare a worksheet)
  • Invite one or two students to recap the points of today.
  • Collect students work to check later.

Sum up / Conclusion

  • Conclude the lesson

Assessment

  • Geometry “Simon Says” or call it Geometry Aerobics.
  • Develop an agreed-upon set of physical gestures to represent the vocabulary terms you have studied.
  • Line: both arms outstretched, fingers pointing in opposition directions.
  • Segment: same as above, but with hands balled into fists (endpoints)
  • Point: one hand makes a fist.
  • Perpendicular: left arm straight across the chest; right arm straight across.
  • The chest; right arm bent at the elbow resting on the left arm, forming an upside-down T.
  • Parallel: forearms held parallel, like the touch down symbol.
  • Acute angle: arms make an acute angle
  • Obtuse angle: arms make an obtuse angle etc.

Follow up

  • Students all stand up; the teacher or leader calls a vocabulary term, simultaneously making one of the gestures, but not necessarily the one that goes with the term. Students must respond with the correct gestures, or else they`re out and have to sit down. Continuous until you have only one person still standing; that person becomes the leader in the next round. This is particularly fun if the teacher is not the leader, and makes the wrong gestures, because a good many of the students usually try to copy the teacher`s gesture.

  1. Can someone show me a right angle?
  2. Can someone show me an acute angle?
  3. Can someone show me an obtuse angle?

 

 

 

 

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