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Activity 1

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Gather

Protractors

Activity Narrative

This activity develops an understanding of the degree as a unit of rotation used to measure angles and introduces students to the protractor.

By now students have encountered many angle measurements and have some intuitive awareness of the sizes relative to a full turn (), half of a full turn (), and a quarter of a full turn (). In this activity, students learn that a angle is of a full turn and that an angle that is composed of angles has a measurement of . For example, a angle is made up of seven angles.

MLR2 Collect and Display. Synthesis: Direct attention to words collected and displayed from the previous lesson. Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading

Launch

Groups of 2
2 minutes: independent work time to find the fractions of a full turn
Record students’ responses. Solicit some ideas on the side of a angle. Emphasize that a angle is of a turn and that it’s the size of the angle formed by the sides of the pieces of the circle created if we cut a full circle into 360 equal parts.
“Para medir ángulos en grados, podemos usar un transportador” // “To measure angles in degrees, we can use a protractor.” (Consider displaying different types of protractors.)
Give each student a protractor.
“Comparen esta herramienta con la herramienta que usaron en la lección anterior. ¿En qué se parecen? ¿En qué son diferentes?” // “Compare this tool to the tool you used in the previous lesson. How are they the same? How are they different?” (Both are semicircles. Both show angles, like , , , and . The protractor is transparent or has a hole, while the paper version is solid. The protractor shows many more lines or tick marks and more numbers around the curve.)

Activity Synthesis

“Cuando los transportadores no mostraban números ni escalas, ¿cómo encontraron el tamaño de los dos ángulos?” // “How did you find out the size of the two angles when the protractors show no numbers or scales?” (We know that the turn from one tick mark to the next is . We can use the tick marks to count the number of turns. We can imagine the tick marks split the angle into a number of angles. We can count each angle to find the measurement.)

Activity 2

Standards Alignment

Building On

Addressing

Instructional Routines

MLR1 Stronger and Clearer Each Time

Materials

None

Activity Narrative

In this activity, students learn how to use a protractor. They align a protractor to the vertex and a ray of an angle so that its measurement can be read. The given angles are oriented in different ways, drawing students’ attention to the two sets of scales on a protractor. Students need to consider which set of numbers to pay attention to and think about a possible explanation for when or how to use each scale. Moreover, one of the scales is only marked in increments of 10 degrees, so if students use this scale, they need to reason carefully about the precise angle measure (MP6).

This activity uses MLR1 Stronger and Clearer Each Time. Advances: reading, writing.

Action and Expression: Internalize Executive Functions. Invite students to estimate the size of the angle before finding each precise measurement. Offer the sentence frame: “Este ángulo será mayor que _____ y menor que _____. Estará más cerca de _____” // “This angle will be greater than _____ and less than _____. It will be closer to _____.”
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing, Attention. Advances: reading, writing.

Launch

Groups of 2–4

Activity

5 minutes: independent work time
2–3 minutes: group discussion
Monitor for students who find each measurement by:
- Looking for the scale, with a ray on , and counting up on that scale.
- Subtracting the two numbers (on the same scale) that the rays pass through.

MLR1 Stronger and Clearer Each Time

“Compartan su respuesta al último problema con su compañero. Por turnos, uno habla y el otro escucha. Si es su turno de hablar, compartan sus ideas y lo que han escrito hasta ese momento. Si es su turno de escuchar, hagan preguntas y comentarios que ayuden a su compañero a mejorar su trabajo” // “Share your response to the last problem with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: partner discussion
Repeat with 2–3 different partners.
“Ajusten su borrador inicial basándose en los comentarios que les hicieron sus compañeros” // “Revise your initial draft, based on the feedback you got from your partners.”
2–3 minutes: independent work time

Activity Synthesis

Select students who used different strategies to share their responses and reasoning.
Display the image of Elena and Kiran’s angle. If no students mentioned that is not possible because the angle clearly appears greater than a right angle (), consider asking how Elena can use what she knows about right angles to think about her measurement.

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Lesson 9

Usemos un transportador para medir ángulos

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

4.MD.C.5.a

4.MD.C.5.b

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

4.MD.C.5.b

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

4.NBT.B.5

Building Toward

Activity

Student Response

Advancing Student Thinking

Student Response

Advancing Student Thinking

4.MD.C.6

4.MD.C.7

Building Toward

4.MD.C.6

Building Toward