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Measuring angles

PROCEDURAL
Mathematics›Geometry|Ages 9—10|ID: mt_4MFUAsbx_6

Measure angles in whole-number degrees using a protractor; draw given angles and sketch angles of specified measure

Mastery Evidence

  • Measure an angle with a protractor and read 47°
  • Draw an angle of 135° using a protractor
  • Identify which scale on the protractor to use for an obtuse angle

Assessment Prompt

“If [child] is given a protractor and an angle drawn on paper, can they measure it accurately and then draw a new angle of a size you specify?”

Prerequisites2

Show full prerequisite tree
  • Types of angles (age 8+) hard

    Measuring and drawing angles with a protractor requires knowing how to mark and label angles using standard notation

  • Degrees and turns hard

    Using a protractor requires understanding degree measurement

    • What Is an Angle? hard

      Degree measurement system requires understanding what an angle is

      • Types of angles hard

        Angle definition builds on understanding right angles

        • Right Angles & Turns hard

          Identifying right angles and greater/less than right angle is prerequisite to naming acute/obtuse

          • Understanding angles hard

            Identifying right angles requires understanding what an angle is

            • 2-D shapes (age 6+) soft

              Understanding angles as shape properties requires knowing basic shape properties

              • Angles in triangles (age 6+) soft

                Understanding defining attributes supports describing shape properties formally

                • 2-D shapes hard

                  Distinguishing defining vs non-defining attributes requires knowing common 2-D shape names first

                • 3-D shapes (age 5+) hard

                  Identifying defining attributes builds on informal analysis and comparison of shapes

                  • 2-D shapes hard

                    Analysing and comparing shapes requires being able to name them first

                  • 3-D shapes hard

                    Analysing 3-D shapes requires recognising and naming them

              • 2-D shapes hard

                Describing properties of 2-D shapes (sides, symmetry) requires knowing the shapes first

              • 3-D shapes (age 5+) hard

                Formal property description extends informal analysis of sides and vertices

                • 2-D shapes hard

                  Analysing and comparing shapes requires being able to name them first

                • 3-D shapes hard

                  Analysing 3-D shapes requires recognising and naming them

            • Position, direction, and movement hard

              Recognising angles as turns extends Y2 work on quarter/half/three-quarter turns

              • Positional Language hard

                Position/direction vocabulary with right angles extends basic positional language

              • Turns & Directions hard

                Right-angle turns (clockwise/anti-clockwise) build directly on whole/half/quarter turns from Year 1

          • Types of angles (age 8+) soft

            Identifying right angles and turns is supported by the convention of marking right angles with a small square

          • Position, direction, and movement hard

            Right angles as quarter turns extends Y2 turn vocabulary

            • Positional Language hard

              Position/direction vocabulary with right angles extends basic positional language

            • Turns & Directions hard

              Right-angle turns (clockwise/anti-clockwise) build directly on whole/half/quarter turns from Year 1

              • What Is a Half? soft

                Understanding half and quarter turns benefits from the concept of halves and quarters

                • Division as equal sharing hard

                  Finding a half requires equal sharing into 2 groups — a division concept

                  • Subtraction as taking away or separating hard

                    Division as equal sharing/grouping requires understanding subtraction as taking away/separating

                    • How Many in Total? hard

                      Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

                      • One-to-one counting hard

                        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

              • Positional Language hard

                Describing movement and turns builds on positional language

      • Right Angles & Turns hard

        Angle definition builds on classifying acute/obtuse angles

        • Understanding angles hard

          Identifying right angles requires understanding what an angle is

          • 2-D shapes (age 6+) soft

            Understanding angles as shape properties requires knowing basic shape properties

            • Angles in triangles (age 6+) soft

              Understanding defining attributes supports describing shape properties formally

              • 2-D shapes hard

                Distinguishing defining vs non-defining attributes requires knowing common 2-D shape names first

              • 3-D shapes (age 5+) hard

                Identifying defining attributes builds on informal analysis and comparison of shapes

                • 2-D shapes hard

                  Analysing and comparing shapes requires being able to name them first

                • 3-D shapes hard

                  Analysing 3-D shapes requires recognising and naming them

            • 2-D shapes hard

              Describing properties of 2-D shapes (sides, symmetry) requires knowing the shapes first

            • 3-D shapes (age 5+) hard

              Formal property description extends informal analysis of sides and vertices

              • 2-D shapes hard

                Analysing and comparing shapes requires being able to name them first

              • 3-D shapes hard

                Analysing 3-D shapes requires recognising and naming them

          • Position, direction, and movement hard

            Recognising angles as turns extends Y2 work on quarter/half/three-quarter turns

            • Positional Language hard

              Position/direction vocabulary with right angles extends basic positional language

            • Turns & Directions hard

              Right-angle turns (clockwise/anti-clockwise) build directly on whole/half/quarter turns from Year 1

              • What Is a Half? soft

                Understanding half and quarter turns benefits from the concept of halves and quarters

                • Division as equal sharing hard

                  Finding a half requires equal sharing into 2 groups — a division concept

                  • Subtraction as taking away or separating hard

                    Division as equal sharing/grouping requires understanding subtraction as taking away/separating

                    • How Many in Total? hard

                      Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

                      • One-to-one counting hard

                        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

              • Positional Language hard

                Describing movement and turns builds on positional language

        • Types of angles (age 8+) soft

          Identifying right angles and turns is supported by the convention of marking right angles with a small square

        • Position, direction, and movement hard

          Right angles as quarter turns extends Y2 turn vocabulary

          • Positional Language hard

            Position/direction vocabulary with right angles extends basic positional language

          • Turns & Directions hard

            Right-angle turns (clockwise/anti-clockwise) build directly on whole/half/quarter turns from Year 1

            • What Is a Half? soft

              Understanding half and quarter turns benefits from the concept of halves and quarters

              • Division as equal sharing hard

                Finding a half requires equal sharing into 2 groups — a division concept

                • Subtraction as taking away or separating hard

                  Division as equal sharing/grouping requires understanding subtraction as taking away/separating

                  • How Many in Total? hard

                    Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

                    • One-to-one counting hard

                      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

            • Positional Language hard

              Describing movement and turns builds on positional language

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