Angles

4 Angles
Types of angle Test WS

4 16S 28-29
Objectives O r a l a n d me n t al s t a r t e r
Students will learn Think of the hands of an ordinary clock or watch.
1 that an angle is a measure of turn . How many turns does the hour hand
2 to identify an angle between the two lines complete in
with an arc (a) a day (b) a week (c) a year (d) half a day?
3 to compare angles . How many turns does the minute hand
4 the names of different types of angle complete in
5 how different types of angle relate to (a) an hour (b) a day (c) a week (d) half an hour?
each other. . Give one time when the hands are one on top
of the other.
. Give one time when the hands are in line but
Teaching notes pointing opposite ways.
Students will already have met angles and possibly degrees. The degree is a somewhat unnatural unit
and so it is not introduced until the next lesson. This lesson is restricted to turns and fractions of a
turn.
?1 In response to the Discussion Point it is expected that most students will choose the watch as
having the larger angle. Some may erroneously regard the giant clock as having the larger angle
because the hands are larger. This supposes that it is the non-reflex angles which are being
considered. In fact the question is ambiguous as the angles to be considered need to be marked
with arcs. All this can be discussed for clarification.
T a s k ( m a i n t e a c h i n g ac t i v i t y )
The Task is designed to stimulate thought about angles. In part 1, the largest angle for most students
will lie between the forefinger and thumb, the smallest between the middle and ring fingers. The
smallest angle can be achieved by putting two of the middle three fingers together. Ask your
students what kind of angle is this? Students can demonstrate, compare and discuss by placing their
hands on an OHP.
E xe r c i s e
In Question 2 students should realise that the orientation of the angles relative to the page is
irrelevant when comparing angle sizes.
A c t iv i t y
Most classrooms probably contain too many right angles to count, especially if there are tiles or bricks.
Estimating techniques can be discussed e.g. approximate number of tiles across number along 4
for the number of right angles on the floor.
P l e n ar y
In the Plenary use the `Types of angle' section, which comes after the Task, to review the work covered
in the lesson.
36 Formula One Maths Book A1 Q 2003, Hodder & Stoughton Educational Angles 4
Measuring angles WS
17S 30-31
Objectives O r a l a n d me n t al s t a r t e r
Students will learn . 2 908 . 1808 458
1 to appreciate the need for a protractor . 4 908 . 458 458
2 how to use a protractor correctly for the accurate . 408 508 608 . 3608 1208
measurement of angles . 3 608 . 3608 958
3 the relationship between degrees and fractions of . 1808 908 . 8 458
a turn.
Teaching notes
Introduce the lesson with a reminder that angle is a measure of turn, covered in the last lesson.
Ask them to remember the different angle types and their definitions.
Task (main teaching activity)

?1 All the angles in the Task are acute. There may well be some debate about the order of size
determined merely by eye. The Task is designed to demonstrate the need for a protractor. It is
intended that semicircle protractors are used rather than 3608 angle measurers. The correct order of
size is B(408), D(418), A(428), C(448), E(458).
?2 The Discussion Point in the `Do the right thing!' activity is designed to make students inspect the
scales on a protractor closely and realise that there are clockwise and anticlockwise scales. Students
often use the wrong scale on a protractor, especially when measuring angles near to a right angle.
?3±4 The two Discussion Points at the bottom of the page raise very important points. The answers to the
first are of course (a) 908 (b) 1808 (c) 3608. The second requires them to use the fact that there are 3608
in a whole turn to measure a reflex angle; the answer is 3608 1588 2028.
Ex e r cis e
The preamble to the questions stresses the need for accuracy, which is more important than speed at
this stage.
Inve s t i g at ion
This leads to the interior angle sum of a triangle being 1808 in preparation for pages 36 and 37 of the
Pupil's Book.
Pl ena r y
Successful completion of the Exercise ensures that Objectives 1 and 2 are met. Use the Plenary to refer
to Discussion Point 3, which covers Objective 3 and gives students a reference point for the
approximate size of an angle.
4 Angles Formula One Maths Book A1 Q 2003, Hodder & Stoughton Educational 37
Drawing angles WS
18S 32-33
Objective O r a l a n d m e n t a l st ar t e r
Students will learn . 1808 238 . 408 508
1 to use a protractor correctly to draw angles . 3608 458 . 1158 658
accurately to given specifications. . 908 158 . 2088 1528
. 908 158 . One quarter of 3608
. 1808 178 . 4158 3608
Teaching notes
Introduce the lesson with a reminder of the use of a protractor for accurate measurement of angles.
The degree of possible accuracy can be discussed. It is envisaged that you could demonstrate the
accurate drawing of two or three angles on the board or OHP, with the class following together step by
step. Include some near to 908 and remind students about using the correct scale.
The Discussion Point at the bottom of the page should remind students that a reflex angle is
greater than 1808 and lead to the requirement of a calculation when drawing such an angle using
a 1808 protractor.
T a s k ( m a i n t e a c h i n g ac t i v i t y )
In this lesson the Task is replaced by a practical activity in the `Do the right thing!' box. The
requirement on the page is to draw an angle of 578 but you may well add several more angles to the
list. Many students find the two scales on a protractor confusing; this is a good chance to make sure
they know which one to use for any angle.
You may find it helpful to ask the students to sketch each angle first so that they know whether they
are to draw an acute, obtuse or reflex angle.
E xe r c i s e
Remind students to strive for accuracy using the same techniques mentioned at the beginning of the
previous Exercise. The calculation required for a reflex angle is shown in Question 2.
P l e n ar y
Return to the steps in the `Do the right thing!' activity for the Plenary.
An ICT sheet is available for estimating angles. This uses the SMILE programs Angle 90, Angle 360,
and Snooker.
ICT
1
Angle calculations WS WS WS
19S 20E 21E 34-35
Objectives O r a l a n d m e n t a l st ar t e r
Students will learn . 3 1208 . Add 408 to 608 and
. 4 908 take your answer
1 that the angles at a point add up 3608
. 5 728 away from 1808
2 that adjacent angles add up to 1808
. 608 1208 608 1208 . 1808 take away
3 that parallel lines are always equidistant
. 1808 608 708 twice 508
4 that corresponding angles are equal
. Add 308 and 608 and . 408 608 808 1808
5 that alternate angles are equal
take your answer
6 that vertically opposite angles are equal
away from 1808
7 to use these facts to solve angle problems.
Teaching notes
?1±3 Introduce the lesson by reminding students of previous work with a protractor which confirms that
there are 3608 in a whole turn. The first two Discussion Points should lead to the sum of angles
at a point and on a straight line. The Discussion Points about parallel lines should reinforce
understanding of them.
?4 You may wish to discuss the fact that straight parallel lines are always in the same direction.
The fourth Discussion Point about the names of different kinds of intersecting angles can lead to
the more fun aspects of Corresponding angles being called F angles, Alternate angles called Z angles
and Vertically opposite angles being called X angles.
Task (main teaching activity)

?5 This Task is designed to elicit the properties of corresponding, alternate and opposite angles listed
in the objectives. An expected answer to the Discussion Point is that the lines being drawn are both
at the same angle (in this case a right angle) to another line. Thus they must be in the same
direction and therefore parallel.
Ex e r cis e
When students have done Question 3 you may wish to ask them about whether opposite angles in a
parallelogram are always equal.
Inve s t i g at ion
This invites students to use the angle facts learned to show that the sum of the interior angles of any
triangle is 1808. It will usually be helpful if they start with particular values for A, B, and C and, once
they have seen what is going on, then generalise the result. The Investigation on page 31 is a
demonstration of this for just a few cases. For able students this could be an informal introduction to
the difference between a (universal) proof and a demonstration for a limited number of cases.
Pl ena r y
The key facts relate to angles at a point, adjacent angles, corresponding angles, alternate angles and
vertically opposite angles (as given in the Objectives). Use the Plenary to provide a review of their
meaning.
Website links
www.ex.ac.uk/cimt/puzzles/pentoes/pentoint.htm
This site contains a wide range of puzzles on pentominoes, and includes activities on Tessellation.
Angles in a triangle WS
22E 36-37
Objectives O r a l a n d m e n t a l st ar t e r
Students will learn . 108 808 908 . 508 408 1208
. 208 808 808 1508
1 the meaning of interior in relation to the angles of
. 658 258 1008 . 488 1328 488
a triangle
. 1808 take away 1328
2 that the interior angles of a triangle add up to 1808
twice 458 . 638 388
3 how to use the sum of the angles on a straight line
. 3608 take away . 1808 1018
to demonstrate this
twice 908 . 798 638 388
4 how to use the angle sum of a triangle to prove
that the angle sum of a quadrilateral is 3608
5 to use the above facts to solve problems involving angles in polygons.
Teaching notes
Introduce the lesson by reminding students of the previous investigations into the sum of the interior
angles of a triangle. It is possible that some less able students will not have done these in the time
allocated, so other students could relate their experiences of this to the class.
Most of the teaching associated with this lesson consists of allowing students to learn for themselves.
Thus there are two Tasks, both quite practical in nature. Try to make sure that by the end of the
lessons students know that the angle sum of a triangle is 1808, and the equivalent result for a
rectangle, not because you have told them but because they have seen it for themselves.
T a s k s (m a i n t e a c h i n g a c t i v i t y )
Ta sk 1
?1 The first Task provides a practical demonstration of the angle sum of a triangle. It does so, of course,
by the combined angles forming a straight line. The fact that this is the case for each and every
triangle drawn by all the class, while not a proof, is strong evidence that the rule is true for all
triangles.
Ta sk 2
Parts 1 to 3 of the second Task invite students to use triangles to prove that the sum of the interior
angles of a quadrilateral is 3608. Parts 4 and 5 ask them to corroborate this by measuring. Discover
whether your students are measuring accurately.
E xe r c i s e
Questions 3 and 4 assume the students know the meaning of the words `horizontal' and `apex'.
Be prepared to help any who don't.
Investigation
This Investigation invites students to use angle facts from the previous lesson to prove that an
exterior angle of a triangle is equal to the sum of the two opposite interior angles. The answer to the
final question is part J.
P l e n ar y
Use the plenary to list the main angle facts for triangles and quadrilaterals (as given in the
Objectives). Discuss how these can be extended to find the sum of the interior angles of pentagons and
other polygons.
Angles test
Test Test
4
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1 Which angle is the largest between the hands of a clock:
(a) ten past four (b) quarter to eleven? (2)
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2 What does obtuse mean? (1)
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3 Label each of the angles below as acute, obtuse or reflex.
(a) (b) (c)
(d) (e)
(5)
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4 Use a protractor to measure the following angles:
(a)
(b) (c)
(3)
A1
Page continued...
Test Angles test continued Test
4
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5 Draw angles of:
(a) 328 (1)
(b) 758 (1)
(c) 1458 (1)
c o n t i n u e d
(d) 3148 (2)

(e) 3208 (2)
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6 Find the missing angle X in each of the following diagrams.
(a) (b)
(2)
(c) (d)
(2)
(e) (f)
(2)
(g) (h)
(4)
(i)
(2)
Total 30 marks
A1
Angles
Test WS
16S
Types of angle
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1 Write down the largest angle.
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2 Write down the smallest angle.
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3 Put these angles in order. Write the smallest first.
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4 Put these angles in order. Write the smallest first.
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5 Copy and complete this table
for the angles shown below.
Acute A
Obtuse C
A, B, C and G have been
Reflex B
done for you
Right Angle G
A1
Worksheet Measuring angles WS
17S
Use a protractor to measure these angles.
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9
A1
Drawing angles
Test WS
18S
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1 Mark 608 and join to
the centre.
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the centre.
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the centre.
c o n t i n u e d
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the centre.
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5 Mark 1608 and join
to the centre.
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the centre.
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the centre.
Draw these angles on a separate sheet.
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8 808
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9 1008
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10 1258
A1
Worksheet Angles WS
19S
Angle calculations 1
Angles on a straight line add up to 1808. Angles at a point add up to 3608.
Opposite angles are equal.
Calculate the angles marked with letters.
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8
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10
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12
A1
Angles
Worksheet WS
20E
Don't get caught in the spiders web of angles.
Use the angle rules to work out all of the missing angles.
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A1
Worksheet Angles WS
21E
Tessellation
Look at these designs for floor tilings made out for triangles:
These patterns are examples of tessellations.

A tessellation is a repeating pattern without any gaps, made up of congruent shapes
fitted together. (Congruent means exactly the same size and shape.)
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1 Can you explain why (a) squares and (b) hexagons can be used to make a
tessellation?
Draw a tessellation using each shape to illustrate your answers.
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2 Can you make a tessellation out of squares and octagons?
Draw a tessellation to illustrate your answer.
Pentominoes are shapes made up of five squares which touch edge to edge.
These are two of the pentominoes:
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3 There are twelve pentominoes altogether.
Draw the other ten pentominoes.
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4 Which pentominoes tessellate?
Draw and colour tessellations of these pentominoes.
Activity Using your knowledge of shapes and angles make up your own
shape which will tessellate.
Use the example below to help you:
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A1
Angles
Worksheet WS
22E
Angles in a triangle
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1 Copy the diagram above, marking on angles as you work them out.
Do not measure. Now copy and complete the table.
Angle Degrees Type Angle Degrees Type

IGA Acute EHG
GAD Acute FED
ADG Obtuse DBF
GEH Obtuse BFE
HCJ Obtuse EFH
AGD HEF
DGE FHE
ADB BFC
ABD HFC
GDE FBC
DEG BCF
GEH FCH
FHC
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2 (a) Work out A B
b
(b) Work out BCA
(c) Work out C.
C D
A
A1
Worksheet Angles ICT
1
Estimating angles using SMILE
Using SMILE Angle 90
. Write the heading Angle 90 and draw out a table as below.
. The table needs 20 spaces underneath the headings.
. Rule lines across after every 5 spaces.
Target angle Your angle Missed by Comment
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1 Click on Angle 90.
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2 Click on Continue.
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3 Make up an angle of your own and Click on .
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4 Click on to STOP.
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5 Fill in the top line of your table.
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6 Now do 9 more angles.
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7 For the next 10 angles let the computer decide.
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8 Click on .
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9 Click on again.
Using SMILE Angle 360

. Write the heading Angle 360 and draw out a table like the one below.
. Rule lines across after every 5 spaces.
Target angle Your angle Missed by Comment
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1 Click on Angle 3608.
Repeat operations 2 to 9 above.
Using SMILE Snooker

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1 Click on Snooker.
A1
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2 Follow the instructions.

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4 Angles

Types of angle Test WS

Task (main teaching activity)

Task (main teaching activity)

(a) ten past four (b) quarter to eleven? (2)

(d) 3148 (2)

Draw these angles on a separate sheet.

These patterns are examples of tessellations.

Angle Degrees Type Angle Degrees Type

Target angle Your angle Missed by Comment

Using SMILE Angle 360

Target angle Your angle Missed by Comment

Using SMILE Snooker

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