TEKS and SEs
(2.7) Geometry and spatial reasoning. The student uses attributes to identify two and threedimensional geometric figures. The student compares and contrasts two and threedimensional geometric figures or both.
The student is expected to:
(A) describe attributes (the number of vertices, faces, edges, sides) of two and threedimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.;
(B) use attributes to describe how 2 twodimensional figures or 2 threedimensional geometric figures are alike or different; and

Critical Vocabulary
angle, vertex, vertices, right angle, protractor, face, edge

Learning Goals and Objectives
Students will be able to identify and measure right angles in the classroom.

Materials Needed
Partners need a clipboard, paper, pencil, protractor

Engage: Brainpop Jr. Math: Geometry: Solid shapes. Review names of solid shapes.
Review faces, edges, vertex, and vertices. Introduce that the corner is an angle that can be measured. Introduce the right angle and how it is shaped.
Explore: Students partner up with a clipboard, paper, and pencil to walk around the classroom and record examples of right angles.
Explain: Introduce the protractor and how it can measure a right angle and the degrees in a right angle. Demonstrate on the overhead how a protractor is used to measure. Give each pair of students a protractor and ask them to go back and measure to be sure the items they listed were right angles.
Elaborate: Have students share examples of what they found. Discuss what they found that turned out to not be right angles. Compare and discuss answers.
Evaluate: Individually students give a new example of a right angle in/around the classroom and one angle that isn’t a right angle. Students reason why it is or isn’t a right angle.

Time
10 minutes
5 minutes
10 minutes
5 minutes
5 minutes
10 minutes

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