Teaching pack · Year 3 Measurementseegongsik /au
Angles and Turns: a week of ready-to-teach maths
Five days of lessons for Year 3 Measurement. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and answers.
AC9M3M05
identify angles as measures of turn and compare angles with right angles in everyday situations
Start here: five minutes to Monday
- Skim the week at a glance on the next page.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once; reuse all week.
- Open the free interactive unit on your board.
- Teach from the plan: timings, talk prompts and answers are on one page.
No maths background needed
Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan.
On the board
On-screen pictures for this unit include: “An angle is a turn”, “The right angle”, “Bigger or smaller than a right angle”, “Which turn is bigger?”, “Turns on a clock”. Each day plan names which picture to show.
seegongsik.com/au/y3/measurement/AC9M3M05
Aligned to the Australian Curriculum V9 (AC9M3M05). Original material from seegongsik, not endorsed by ACARA. Descriptors (c) ACARA, CC BY 4.0. Free to print and use in class.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | An angle is a turn | Practise the idea with talk, board and worksheet | Board: An angle is a turn |
| 2 | The right angle | Practise the idea with talk, board and worksheet | Board: The right angle |
| 3 | Bigger or smaller than a right angle | Practise the idea with talk, board and worksheet | Board: Bigger or smaller than a right angle |
| 4 | Which turn is bigger? | Practise the idea with talk, board and worksheet | Board: Which turn is bigger? |
| 5 | Turns on a clock | Practise the idea with talk, board and worksheet | Board: Turns on a clock |
Materials (one trip)
- This pack printed (plans, worksheets, cards, mini-check).
- Pencils, scrap paper, and the board or projector for the interactive unit.
- Optional counters, number cards or rulers if your day plan names them.
A note home
This week in maths we work on angles and turns. Ask: What did you practise today? Can you show me with a drawing?
seegongsik.com/au/y3/measurement/AC9M3M05/pack
Day 1 · Teacher planDay 1 of 5
An angle is a turn
Children practise the idea behind “An angle is a turn” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of an angle is a turn in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “An angle is a turn”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “An angle is a turn”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “An angle is a turn” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M05
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about an angle is a turn.
- Drawings or numbers match the board story, not random decoration.
Day 1 · Worksheet
An angle is a turn
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
The right angle
Children practise the idea behind “The right angle” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of the right angle in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The right angle”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “The right angle”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The right angle” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M05
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the right angle.
- Drawings or numbers match the board story, not random decoration.
Day 2 · Worksheet
The right angle
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Bigger or smaller than a right angle
Children practise the idea behind “Bigger or smaller than a right angle” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of bigger or smaller than a right angle in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Bigger or smaller than a right angle”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “Bigger or smaller than a right angle”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Bigger or smaller than a right angle” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M05
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about bigger or smaller than a right angle.
- Drawings or numbers match the board story, not random decoration.
Day 3 · Worksheet
Bigger or smaller than a right angle
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Which turn is bigger?
Children practise the idea behind “Which turn is bigger?” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of which turn is bigger? in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Which turn is bigger?”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “Which turn is bigger?”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Which turn is bigger?” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M05
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about which turn is bigger?.
- Drawings or numbers match the board story, not random decoration.
Day 4 · Worksheet
Which turn is bigger?
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Turns on a clock
Children practise the idea behind “Turns on a clock” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of turns on a clock in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Turns on a clock”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “Turns on a clock”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Turns on a clock” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M05
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about turns on a clock.
- Drawings or numbers match the board story, not random decoration.
Day 5 · Worksheet
Turns on a clock
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Angles and Turns
Cut out. Hold up a card and give an example. Partner checks with the board if needed.
An angle is a turn
Give an example.
The right angle
Give an example.
Bigger or smaller than a right angle
Give an example.
Which turn is bigger?
Give an example.
Turns on a clock
Give an example.
Store in an envelope labelled AC9M3M05 for next year.
Mini-check · End of week
Show what you know: Angles and Turns
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1: names the unit idea (angles and turns) in child words.
- Items 2-3: two different correct examples linked to the week’s pictures.
- Item 4: a real muddle (wrong place value, unfair compare, mixed units, etc.).
- At standard: clear example + short explanation. Beyond: teaches a partner with a new example.
Use day-plan look-fors across the week; this check is summative, not a surprise trap.
Descriptor: identify angles as measures of turn and compare angles with right angles in everyday situations