turns

In this unit students use street maps as the context to learn about grid references, and for giving and following instructions involving directions and distances. In this unit students use street maps as the context to learn about grid references, and for giving and following instructions involving directions and distances.

This is a level 2 link geometry activity from the Figure It Out series.

This unit uses one of the digital learning objects, Angles, to support students as they investigate measuring and drawing angles using other angles as units of measurement. It is suitable for students working at level 2 of the curriculum because they estimate and measure the size of other angles using other angles and not with compasses and protractors. This unit includes background information on teaching about angles, a sequence that can be used by the teacher when working with a group of students on the learning object, and ideas for independent student work.

In this unit, students will learn to investigate polygons using an instrument of their own construction. They should be able to prove the general formula for the number of degrees in any polygon (including a triangle). Finally they will investigate an interesting locus problem related to polygons.

identify and construct right, acute and obtuse angles

begin to appreciate the degree, unit of measurement of angle

know the degree value of angles that are simple fractions of a whole turn

know that the angle at a point is 360°

This unit is about estimating and measuring angles. Initially, the students will be required to describe an amount of turn from a particular position to another using the ‘circular’ benchmarks of 0,1/4, 1/2, 3/4, and full turn. Estimation language such as ‘just about’, ‘between’, ‘not quite’, ‘just over’, and similar terms may be used to qualify their descriptions. As the unit progresses, the students will be exposed to the more formal unit of measurement, the ‘degree’. They will be involved in constructing a link between the fractions of the circle with which they are familiar and the corresponding degree values, where 360 degrees is used as the measure of a complete turn.

Only towards the end of the unit are students introduced to the protractor as a tool that can be used to measure an angle. Estimation will continue to play an important role, however.

In this unit students explore movement and direction concepts in the context of programming a robot to move. They will be developing sets of instructions to accomplish tasks, focusing on the use of right, left, forward, backwards and quarter turns.

In this unit we develop the concept of angle to see that an angle may be constructed in a clockwise or anticlockwise direction. We see the effect of clockwise and anticlockwise turns on objects. We also think about corners of objects that are equivalent to quarter turns. We also think about whether a corner can be a half turn. These ideas are explored physically.

In this unit we look at the beginning of the concept of angle. Here we are interested in students understanding quarter and half turns and to begin to see that ‘angle’ is something involving ‘an amount of turn’. These ideas are explored by using students’ bodies, toys, games and art.