Teacher: Adrian Vega Subject/Grade:, 4th grade , 55 Minutes

Standard:

4.MD.C.6

Measure angles in whole-number degrees using a protractor. Sketch angles of specified

measure.

Objective (Explicit):
Students will be able to use a protractor to measure angles, or draw angles to the correct degree.

Student Friendly Version:

“ I can use a protractor to measure and draw angles.”

Sub-objectives, SWBAT (Sequenced from basic to complex):

N/A

Evidence of Mastery (Measurable assessment):

Students will be able to ​measure angles in whole-number degrees using a protractor​, or ​sketch angles of
specified measure by completing 9 stations around the room and 1 off of a projector, and scoring an
eight out of ten or higher on their worksheet in a 50 minute time frame.

Key vocabulary: Materials:

-protractor -paper
-angle -pencil
-protractors
-”Pillow Powerpoint”
- problems cut out to place around room
- tape

Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real
life)
Students will use their arms to show an: obtuse angles, acute angle, right angle, line, line segment,
ray, parallel lines, and perpendicular lines.

Diagnostic Assessment​ (day before the lesson)-

Students will be introduced to protractors, and be able to use one to complete a worksheet where they
are just checking angles.
Instructional Teacher Will:
Input - check students’ prior knowledge by
asking them to use their arms to
demonstrate terms already covered in
current geometry lesson. I will expect
students to use their arms to show me
an: obtuse angles, acute angle, right
angle, line, line segment, ray, parallel
lines, and perpendicular lines.
- ask students to explain how we
properly use a protractor to find the
measurement of an angle.
- review classroom expectations for
handling a protractor.
- show a few examples for the class
to practice using protractors whole
class.
Differentiation
Guided Teacher Will:
Practice - present a scenario for the activity.
The scenario will be that my
German Shepard, Rocky, is having
trouble sleeping, and that I would
like to buy a special dog pillow to
help him sleep. Around the room
will be nine angles, or
measurements of angles, taped to
the wall. Each angle will be
numbered, and the angle or
measurement at each station would
represent the angle that Rocky’s
neck will be at using that pillow. I
will then explain that some of the
pillows give a drawing of an angle,
and others will give the
Student will:
- stand behind their chairs and use their
arms to show given geometry terms. The
terms they will be expected to show are:
obtuse angles, acute angle, right angle,
line, line segment, ray, parallel lines, and
perpendicular lines.
- explain that in order to find the
measurement of an angle they will need to
align the bottom of the protractor to one of
the rays coming from the vertex, move the
hand to align with the other ray coming
from the vertex, and read the angle on the
curved dial of the protractor.
- participate in a whole class review on
using protractors.
Student Will:
- get into their groups, or with their
partners, and use protractors to find the
measurements or draw the angle based of
the given measurement.
- rotate groups in a clockwise motion
around the room until they have moved
through all nine stations.
- record their findings, or draw their
sketches on a worksheet.
- look at the digital timer displayed on the
 measurement of the angle, so they whiteboard to check if they are working in
will either find the measurement of a timely manner.
the angle or draw the angle.

- put students into partners or groups

of three. I will hand out the work
sheets while doing this as well.

- assign each group to a starting

station, and instruct them to move in
a clock-wise motion around the
room.

- tell them they have ten minutes to

complete the nine stations and put a
timer on the whiteboard.

Differentiation

Independent Teacher Will: Student Will:

Practice - use the projector to show a photo
of Rocky sleeping with his head on
my lap. I will explain to the students
that he sleeps best when his head
and neck are at this angle.
- explain that I want students to use
the tenth box on their worksheet to
explain how they would find this
angle. I will then call them up by
group to find the angle in the
picture, and write it on their paper.
- explain how to find the measurement of
angles in the real world. In this case it will
be how they would find the angle of
Rocky’s neck when he sleeps.
- take turns coming to the board and
measuring his sleeping angle.
- use the data about sleeping angles from
the stations around the room, and
recommend which pillow works best for
rocky.

- ask students to compare the angle - write this in the tenth box on their
of Rocky’s head on my lap with worksheet.
angles of the pillows at the stations
around the room, and recommend a
pillow based on the information
they found.

Differentiation:
Closure/Lesson Summary:
To close the lesson I will use a ticket out the door before lining up for lunch. Students will be given a
small piece of scratch paper. On one side they will use a protractor to draw the angle given to them by
their partner. On the others side they will write the angle they gave their partner. Students will check
each other’s work, draw a star if it is correct or help their partner correct the drawing, and line up for
lunch.
Name:___________________________________________________ Date:_____________

Use the boxes below to find the angle the pillow will provide for Rocky. Sketch the angle in the
larger box as well.

1.Angle: 2.Angle:

Sketch: Sketch:

3.Angle: 4.Angle:

Sketch: Sketch:

5.Angle: 6.Angle:

Sketch: Sketch:

7.Angle: 8.Angle:

Sketch: Sketch:

9.Angle: 10. Use this box to explain which pillow will

work best for Rocky. Use complete
sentences.

Sketch: ____________________________________
____________________________________
____________________________________
____________________________________
____________________________________