Understanding by Design Template: 4th Grade Angles

Stage 1 - Desired Results

Established Goals:

CCSS.Math.Content.4.MD.C.5
Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint,
and understand concepts of angle measurement:

CCSS.Math.Content.4.MD.C.5.a
An angle is measured with reference to a circle with its center at the common endpoint of the rays, by
considering the fraction of the circular arc between the points where the two rays intersect the circle.
An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to
measure angles.

CCSS.Math.Content.4.MD.C.5.b
​ through ​n one-degree angles is said to have an angle measure
An angle that turns ​ of n
​ degrees.

CCSS.Math.Content.4.MD.C.6
Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

CCSS.Math.Content.4.MD.C.7
Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the
angle measure of the whole is the sum of the angle measures of the parts. Solve addition and
subtraction problems to find unknown angles on a diagram in real world and mathematical problems,
e.g., by using an equation with a symbol for the unknown angle measure.

1.1 Enduring Understandings 1.2 Essential Questions

Students will understand that . . . .

● Angles are formed when two rays have a
common end point.
● There are 4 types of angles: straight, right,
obtuse and acute.
● Angles are measured in degrees.
● You use a protractor to measure angles.
1. Why is measurement important?
2. How many ways can you represent an
obtuse angle? What about an acute angle?
Right angle?
3. What job would require the use of angles?
4. How might angles be used during sporting
events?

Misunderstandings:
● Correctly lining up a protractor
● Knowing which side of the protractor to use
when measuring an angle.
● Angles are perceived as larger due to the
drawing of the picture

Adapted from Understanding by Design (p. 22), by G. Wiggins and J. McTighe, 2005, Upper Saddle River, NJ: Pearson Education,
Inc. Copyright 2005 by ASCD.
 1.3 Acquisition of Knowledge and Skills

Students will know . . . . Students will be able to . . .

● Angle terminology: Angle, Straight, Right,
Obtuse, Acute, Rays, Vertex, Line, Line
Segment, Circle, Protractor
● An angle is formed when two rays share a
common end point which is known as the
vertex.
● Straight angle is 180°. Right angle is 90°.
Acute angle is between 0° and 90°. Obtuse
angle is between 90° and 180°.
● How/Why angles are used in the real
world. Recognize jobs that require the use
of angles.
● Protractors are used to measure angles in
degrees.
● Distinguish the difference between right,
acute, obtuse and straight angles.
● Identify the 4 types of angles.
● Use a protractor to measure an angle.
● Use a protractor and ruler to create an
angle.
● Find the missing part of the whole angle
using addition/subtraction.
● Recognize jobs that require the use of
angles.

Stage 2 - Assessment Evidence

Performance Tasks: Other Evidence:

● Create angles using rubber bands on

geoboards ● Teacher observation
● Simon Says: Make an angle ● Note card exit slip
● Notice and Wonder: Words problems that ● 3-2-1 Angles Survey
involve a student measuring an angle
wrong and the class needs to explain what ● Temperature Check using thumbs up,
happened. middle, down signal
● Use protractors to measure angles that I ● Identifying Angles Quiz
created. Notice whether students are lining ● Angle Measurement Quiz
up the protractor correctly or not. ● Create an Angle Project
● Ask students to create their own angles
using a protractor.
● Use a mini whiteboard to write the type of
angle they see and hold it up

​Criteria
● Insufficient
● Developing
● Mastery

Adapted from Understanding by Design (p. 22), by G. Wiggins and J. McTighe, 2005, Upper Saddle River, NJ: Pearson Education,
Inc. Copyright 2005 by ASCD.
 Stage 3 - Learning Plan
Learning Activities

Activities:
1) Introduce Vocabulary: Using construction paper to make a flip book in order to organize
vocabulary words and meaning.
2) Place pictures of angles on the board and have students hold up one of four cards (right, obtuse,
acute, straight) to identify which angle it is.
3) Geoboards: Using rubber bands connect three points to make an angle of their choice on the
geoboard. Record the angle they made on geoboard dot paper. Continue to make 10 different
angles.
4) Under the Sea Coloring Fun: Measuring Angles: Measure each angle using a protractor. Pick
from two answers, color part of the picture a certain color based off of the answer found.
5) Create 3 riddles using the following vocabulary words: point, line, ray, line segment, acute angle,
right angle, obtuse angle. Each riddle has to have 3 clues.
6) Simon says: Make a right angle, make an acute angle, make an obtuse angle, make a straight
angle.
7) Measuring Angles: Practice using the protractor to decide which side to use to measure an
angle. Provide students with pre made angles and have them use the protractor to measure
each angle.
8) Ask students to create an angle based off of the measurement in degrees you give them.
9) Find the value of a missing piece of an angle based off of the other given values of the angle.
Using addition and subtraction to solve.

Youtube Songs/Explanations
Explanation of Angles: ​https://www.youtube.com/watch?v=kQETZgv04BI
Angle Song: ​https://www.youtube.com/watch?v=NVuMULQjb3o&list=RDNVuMULQjb3o
How to Measure an Angle: ​https://www.youtube.com/watch?v=LPc0imoebzI
How to Construct an Angle: ​https://www.youtube.com/watch?v=QmfoIvgIVlE

Dreambox: ​Angles/Measurement Lesson

Learnzillion Lessons​:
● Identify Angles Using Angle Characteristics
https://learnzillion.com/lesson_plans/7574-identify-angles-using-angle-characteristics
● Classify and Draw Angles:
https://learnzillion.com/lesson_plans/4648-classify-and-draw-various-types-of-angles
● Introduction to Protractors
​https://learnzillion.com/lesson_plans/6378-introduction-to-protractors
● Measure and Sketch Angles Using a Protractor
https://learnzillion.com/resources/72984-measure-and-sketch-angles-using-a-protractor-4-m
d-c-6
● Compose/Decompose Angles
https://learnzillion.com/lesson_plans/5631-compose-and-decompose-angles

Online Games for Angles

http://www.mathplayground.com/index_geometry.html
http://www.mathplayground.com/alienangles.html
http://www.abcya.com/measuring_angles.htm
http://www.kidsmathgamesonline.com/geometry/angles.html

Adapted from Understanding by Design (p. 22), by G. Wiggins and J. McTighe, 2005, Upper Saddle River, NJ: Pearson Education,
Inc. Copyright 2005 by ASCD.
 http://www.mathgames.com/skill/4.1-acute-right-obtuse-and-straight-angles
https://www.brainpop.com/games/sortifyangles/
http://www.free-training-tutorial.com/angles-games.html

Read Alouds:
● “What’s Your Angle, Pythagoras” by Julie Ellis
● “Sir Cumference and the Great Knight of Angleland” by Cindy Neuschwander
● “The Adventures of the Angles” by Kristie Carpenter
● “Line, Segments, Rays and Angles” by Claire Piddock

Teacher Books:
● “Math in Practice: A Guide for Teachers” by Susan O’Connell
● “Powerful Problem Solving” by Max Ray
● “Envision Math” by Pearson
● “Hands on Standards” Common Core Edition: Hand2mind
● “Brain-Compatible Activities for Mathematics” by David Sousa

WHERETO
Where​: Post the essential questions in the classroom at the beginning of the unit so students are able
to refer back to it. Use a KWL chart for angles to record students responses. Give a pre-assessment on
angles. Have students set goals for the unit.
How​: Use geoboards to have students create different angles using rubber bands. Create angles that
students need to measure using their protractor. Have students create an angle when telling them the
degree amount.
Equip​: Common Core standards, anglegs, geoboards, computer access, angle flip chart.
Rethink/Revise:​ Students who have mastered measuring angles can begin to create their own angles
when given the measurement of the angle. Students who have not measured the angle correctly can
go back and practice how to line up the protractor. If they know how to line up the protractor, they
need to review how to read the protractor. They should think about whether their measurement makes
sense for the angle they are reviewing.
Evaluate​: Exit tickets at the end of a lesson. Thumbs up, middle, down for comfortability with the
lessons being taught. Hold a community circle to discuss
Tailor​: Songs, videos, turn and talk, group work, direct instruction, problem solving, use of
manipulatives, word problems, modeling, etc...
Organize​: Start by identifying vocabulary terms for angles. Create a book to define meanings that
students can refer back to throughout the unit. After, classify the 4 types of angles. Once students
understand the different types of angles, have them identify angles based off of pictures/degrees.
After classifying and identifying angles, introduce the protractor. Begin by showing how to use the
protractor. After, measure different angles using the protractor. Next, challenge students to draw their
own angle and ask them to measure it. Once students have mastered angle measurement, introduce
the concept of sketching an angle of specified measure.

Adapted from Understanding by Design (p. 22), by G. Wiggins and J. McTighe, 2005, Upper Saddle River, NJ: Pearson Education,
Inc. Copyright 2005 by ASCD.