Teaching pack · Year 5 Measurementseegongsik /au
Measuring Angles: a week of ready-to-teach maths
Five days of lessons for Year 5 Measurement. Print this pack and the week is prepared.
AC9M5M04
estimate, construct and measure angles in degrees, using appropriate tools including a protractor, and relate these measures to angle names
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: “Angles and their names”, “Measuring angles in degrees”, “Estimating an angle”, “Using a protractor”, “Naming angles from their size”.
seegongsik.com/au/y5/measurement/AC9M5M04
Aligned to Australian Curriculum V9 (AC9M5M04). 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 | Angles and their names | Practise the idea with talk, board and worksheet | Board: Angles and their names |
| 2 | Measuring angles in degrees | Practise the idea with talk, board and worksheet | Board: Measuring angles in degrees |
| 3 | Estimating an angle | Practise the idea with talk, board and worksheet | Board: Estimating an angle |
| 4 | Using a protractor | Practise the idea with talk, board and worksheet | Board: Using a protractor |
| 5 | Naming angles from their size | Practise the idea with talk, board and worksheet | Board: Naming angles from their size |
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 measuring angles. Ask: What did you practise today?
seegongsik.com/au/y5/measurement/AC9M5M04/pack
Day 1 · Teacher planDay 1 of 5
Angles and their names
Children practise “Angles and their names” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain angles and their names in Year 5 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 and their names”,
- 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 and their names”. 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 and their names” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M04
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 and their names.
Day 1 · Worksheet
Angles and their names
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
Measuring angles in degrees
Children practise “Measuring angles in degrees” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain measuring angles in degrees in Year 5 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 “Measuring angles in degrees”,
- 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 “Measuring angles in degrees”. 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 “Measuring angles in degrees” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M04
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 measuring angles in degrees.
Day 2 · Worksheet
Measuring angles in degrees
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
Estimating an angle
Children practise “Estimating an angle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain estimating an angle in Year 5 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 “Estimating an 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 “Estimating an 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 “Estimating an angle” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M04
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 estimating an angle.
Day 3 · Worksheet
Estimating an 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
Using a protractor
Children practise “Using a protractor” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain using a protractor in Year 5 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 “Using a protractor”,
- 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 “Using a protractor”. 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 “Using a protractor” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M04
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 using a protractor.
Day 4 · Worksheet
Using a protractor
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
Naming angles from their size
Children practise “Naming angles from their size” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain naming angles from their size in Year 5 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 “Naming angles from their size”,
- 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 “Naming angles from their size”. 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 “Naming angles from their size” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M04
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 naming angles from their size.
Day 5 · Worksheet
Naming angles from their size
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 Measuring Angles
Cut out. Hold up a card and give an example.
Angles and their names
Give an example.
Measuring angles in degrees
Give an example.
Estimating an angle
Give an example.
Using a protractor
Give an example.
Naming angles from their size
Give an example.
Store in an envelope labelled AC9M5M04.
Mini-check · End of week
Show what you know: Measuring Angles
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 (measuring angles) 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.