Teaching pack · Year 4 Measurementseegongsik /au
Angles: Comparing and Classifying: a week of ready-to-teach maths
Five days of lessons for Year 4 Measurement. Print this pack and the week is prepared.
AC9M4M04
estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “An angle is a turn”, “The right angle”, “Acute, right or obtuse”, “Compare two angles”, “Angles on a line”.
seegongsik.com/au/y4/measurement/AC9M4M04
Aligned to Australian Curriculum V9 (AC9M4M04). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
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 | Acute, right or obtuse | Practise the idea with talk, board and worksheet | Board: Acute, right or obtuse |
| 4 | Compare two angles | Practise the idea with talk, board and worksheet | Board: Compare two angles |
| 5 | Angles on a line | Practise the idea with talk, board and worksheet | Board: Angles on a line |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on angles: comparing and classifying. Ask: What did you practise today?
seegongsik.com/au/y4/measurement/AC9M4M04/pack
Day 1 · Teacher planDay 1 of 5
An angle is a turn
Children practise “An angle is a turn” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain an angle is a turn in Year 4 words,
- use the board picture to check 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,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “An angle is a turn”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “An angle is a turn” on screen for the main block.
seegongsik.com/au/y4/measurement/AC9M4M04
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about an angle is a turn.
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 right angle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the right angle in Year 4 words,
- use the board picture to check 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,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “The right angle”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The right angle” on screen for the main block.
seegongsik.com/au/y4/measurement/AC9M4M04
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the right angle.
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
Acute, right or obtuse
Children practise “Acute, right or obtuse” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain acute, right or obtuse in Year 4 words,
- use the board picture to check 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 “Acute, right or obtuse”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Acute, right or obtuse”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Acute, right or obtuse” on screen for the main block.
seegongsik.com/au/y4/measurement/AC9M4M04
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about acute, right or obtuse.
Day 3 · Worksheet
Acute, right or obtuse
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
Compare two angles
Children practise “Compare two angles” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain compare two angles in Year 4 words,
- use the board picture to check 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 “Compare two angles”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Compare two angles”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Compare two angles” on screen for the main block.
seegongsik.com/au/y4/measurement/AC9M4M04
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about compare two angles.
Day 4 · Worksheet
Compare two angles
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
Angles on a line
Children practise “Angles on a line” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain angles on a line in Year 4 words,
- use the board picture to check 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 “Angles on a line”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Angles on a line”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Angles on a line” on screen for the main block.
seegongsik.com/au/y4/measurement/AC9M4M04
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about angles on a line.
Day 5 · Worksheet
Angles on a line
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: Comparing and Classifying
Cut out. Hold up a card and give an example.
An angle is a turn
Give an example.
The right angle
Give an example.
Acute, right or obtuse
Give an example.
Compare two angles
Give an example.
Angles on a line
Give an example.
Store in an envelope labelled AC9M4M04.
Mini-check · End of week
Show what you know: Angles: Comparing and Classifying
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: comparing and classifying) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.