• 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.
• “To measure angles in degrees, we can use a protractor.” (Consider displaying different types of protractors.)
• Give each student a protractor.
• “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.)

• Groups of 2–4

• 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

• “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.
• “Revise your initial draft, based on the feedback you got from your partners.”
• 2–3 minutes: independent work time