|
TEKS and SEs
6.6A The student uses geometric vocabulary to describe angles, polygons, and circles. The student is expected to use angle measurements to classify angles as acute, obtuse, or right.
6.8C The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to measure angles.
|
Critical Vocabulary
acute angles, obtuse angles, right angles, straight angles, degrees, protractor, vertex
|
|
Learning Goals and Objectives
· Students will be able to classify angles with 100% accuracy.
· Students will be able to measure angles using a protractor within 2 degrees with 90% accuracy.
|
Materials Needed
Projector and computer for teacher
Access to computers/computer lab
Protractors
Pictures of sports playing fields
Clip of Donald Duck in Mathmagic Land
Copies of a three cushion billiard table
Angles to practice measuring
|
|
Engage:
Give each group of students a picture of a playing field. Review the types of angles and their definitions. Have the students trace and classify the angles on their fields. Have each group share out what they found on their respective fields. Most groups should notice that they have mostly right angles. Ask the students how they determined what type of angles they had on their fields.
Explore:
Give the students angles that measure within 1-2 degrees of a right angle. Ask the students to classify the angles. Monitor group discussions. Students should be challenged to be certain of their classifications. Ask the students how they can be sure that they have classified these angles correctly. Refer back to the definitions. The definitions should include the angle measurements. Ask the students how they can measure in degrees? Introduce the protractor.
Explain:
Tell students that they are going to be introduced to a sport that is all about angles. Show the clip of Donald Duck playing three cushion billiards in “Donald Duck in Mathmagic Land.” Ask the students to explain how angles are used in the game. Have the students explore Cool Math Games’ “Pool Geometry” http://www.coolmath-games.com/0-poolgeometry/index.html. Have the students aim the white ball at the edge of the table. Have the look at the white dashed lines that tell where the ball will travel. What do you notice about the angles created by the lines and the edge of the table? What kind of angles can you create with the dashed lines?
Elaborate:
Now let’s practice measuring some angles in a three cushion billiards game. Give every student a protractor. Have them share observations. How is this tool like other measurement tools? How is it different/unique? Remind them that there are proper ways to use every measurement tool that need to be followed. Point out that there is a line along the bottom with a mark at the center. Demonstrate how to line up the vertex of the angle with the center mark and one side of the angle with the line at the bottom. Point out that there are two rows of numbers to help in measuring angles that open to the left or to the right easily. Tell them that they need to find the 0 mark that lines up with the side of their angle. Next follow the numbers counting up to where the second ray falls. This is the measure of the angle. Have students practice measuring angles of different degrees and orientation. Give the students an example of an angle that has been measured using the wrong set of numbers. Ask them how they can tell that this angle was measured incorrectly. Look for answers including classifications of angles and those definitions.
Give each student a page with a blank billiards table. Have the students draw angles using the triangles along the edge. Instruct them to draw two of each kind of angle and measure them using the protractors to prove that their angle is classified correctly.
Evaluate:
Have students measure given angles independently.
|
Time
Engage: 5 min
Explore: 10 min
Explain: 25 min
Elaborate: 50 min
Evaluate: 15 min
|
Comments (0)
You don't have permission to comment on this page.