Amazing Angles
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Amazing Angles
Appropriate for Stage 2
Focusing on exploring Angles (particularly classifying angles):
-->uses appropriate terminology to describe, and symbols to represent, mathematical ideas
-->checks the accuracy of a statement and explains the reasoning used
-->identifies, describes, compares and classifies angles
Curated by Lara Kathleen
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1. Angles in our every day lives

1. Angles in our every day lives | Amazing Angles | Scoop.it

This clip shows how angles are essential in everyday occupations and our lives.


Via Miss T
Lara Kathleen's insight:

This could be a useful introductory clip to looking at classifying angles and how they are important in every day jobs and vital for every day structures.

 

This will also help students with using the appropriate terminology when talking about angles in every day settings. This clip begins to familiarise students with the terms such as right angle, straight angle (180degrees) and revolution (360degrees). This links with the syllabus outcome MA2-1WM, as the student will begin to use appropriate terminology to describe... mathematical ideas

 

From this video the teacher can launch into a class investigation looking at classifying angles.

 

You could begin by asking where students have seen angles?

Do any of their parents use angles in the jobs they do?

 

BOS (2012) Angles. Accessed online from

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1133/

 

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3. I Spy Angles!

3. I Spy Angles! | Amazing Angles | Scoop.it

A pintrest that provides a range of different examples of how actute and obtuse angles are used in every day life e.g. art and architecture 

Lara Kathleen's insight:

An angle hunt in artworks and architecture! 

 

Students will choose their favourite artworks/photos of architecture from this website. The will then print their image and using a red pencil circle the acute angles, purple pencil the right angles, using a green the obtuse and using a blue the reflex. 

 

After this using a angle maker (straw) the students will choose 3 acute, 3 obtuse and if possible 3 reflex angles they found and then in their workbook they will draw the angles in the order from smallest angle to largest angle. Labelling the angles either acute, obtuse or reflex. The student will then write underneath what angles were most popular in their chosen art work, why they think that is the case and why they think artists and architects use angles in their art.

 

At the end of the time given the teacher should call the class back together to discuss their answers and how they found the angle hunt. The teacher could use an overhead projector to show the class different students work e.g. how they circled the angles and what their answers were. The discussion will help students achieve the syllabus outcome MA2-3WM, as they will compare their finds to other students, which will allow them to check the accuracy of a statement. The discussion time also allows for students to explain the reasoning used in the final 2 questions.

 

Reference

BOS (2012) Angles. Accessed online from

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1133/

 

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2.Classifying Angles: Acute, Right, Obtuse, Straight, Reflex and Revolution.

2.Classifying Angles: Acute, Right, Obtuse, Straight, Reflex and Revolution. | Amazing Angles | Scoop.it
Lara Kathleen's insight:

A useful resource to introduce the class to classifying angles.

This website allows students to experiment with an interactive angle maker that classifies the type of angles as they change the certain degrees. This is advantageous as they can visually see it and see how once the angle is greater than 90degrees it becomes obtuse and greater than 180degrees a reflex e.c.t.

 

To go to a large version of the virtual angle maker click the link below

http://www.mathsisfun.com/flash.php?path=/geometry/images/geom-angles.swf&w=720&h=405&col=%23FFFFFF&title=Angles+-+Acute%2C+Obtuse%2C+Straight+and+Right

 

The students could write down a definition of each angle and draw them all and provide 3 examples of a acute, obtuse and reflex angle in their workbook. 

 

This resource would be particularly useful for addressing the syllabus outcome: MA2-16MG, as the student is required to identify, describe, and classifies angles

 

I would suggest that the teacher models how to use the website and classifies the different angles as a class going through each together on the IWB before the students begin experimenting. I would also advise that students make each angle with their arms so there is a physical element to the lesson and students can practise using their own bodies to make angles.

 

The definitions used to classifying align with the BOS definitions BUT the site defines angles differently to the BOS definition.

 

The BOS definition is: "An angle is the figure formed by two rays sharing a common endpoint, called the vertex of the angle." (BOS, 2012) 

 

The teacher should clarify this before the students use the website so they do not get confused. 

 

BOS (2012) Angles. Accessed online from

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/content/1133/

 

BOS (2012) Glossary. Accessed online from

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/glossary/#angles

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4. Being Creative with Angles! Murals that use Angles | Matt W. Moore

4. Being Creative with Angles! Murals that use Angles | Matt W. Moore | Amazing Angles | Scoop.it
Lara Kathleen's insight:

Stimulus for a Visual Arts lesson.

 

Angles for the basis of many art works. Moore uses geometry and angles as the basis of his works. he creates his works using tape and professional spray paint as he marks out on the wall/canvas a shape, usually triangles and then spray paints is a certain colour, he waits till it dries then repeats the process until he has covered an entire wall with vibrant shapes. 

 

To see his process click the link below

http://vimeo.com/23616975# 

 

This would be a good way to introduce it to the class by drawing them into the artist practise and method. The class could then replicate his method on a smaller scale using small canvases and masking tape. But before student get to the making the teacher will have then plan their final work by hand drawing shapes (that contain angles) using a ruler, as they draw the angles they will identify what angle they have draw as a revision step for previous maths lessons on classifying angles. The students will then plan their colour scheme, run their designs and colours by the teacher and then begin making their shapes out of tape on the canvas. When they have replicated their design using tape they can they begin the painting process. 

 

The teacher may want to have a small exhibition and invite another class from their stage to view it and the class can share with the audience why angles are important in our lives and vital to art making.

 

Links to Stage 2 Visual Arts Outcomes from the BOS Syllabus 

VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.

VAS2.2 Uses the forms to suggest the qualities of subject matter

VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and
appreciates the use of particular techniques.

 

Reference

BOS (2006) Creative Arts K-6 Syllabus http://k6.boardofstudies.nsw.edu.au/files/arts/k6_creative_arts_syl.pdf

 

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