# Lesson Planning of Different Types of Angles

Lesson Planning of Types of Angles

Subject Mathematics

Students` Learning Outcomes

• They recognize right angle through horizontal and vertical lines.
• They demonstrate acute and obtuse angles via right angle.

Information for Teachers

Zero Angle

Obtuse Angle

Right Angle

Acute Angle

Types of angles

• Angles are classified according to their size.
• An acute angle is greater than 00and less than 900.
• A right angle equals exactly 900.
• Note: that a right angle is marked on the diagram as a small square.
• An obtuse angle is greater than 900and less than 1800.
• A straight angle equals exactly 1800.

Material / Resources

Writing bard, chalk / marker, duster, toothpicks, glue, clock (paper-made or original)

Introduction

• Act and demonstrate by sitting in three directions:

1. Straight up bend down
2. Stretch back and introduce right, acute and obtuse angles.
• Draw figure on board: L is right, V is acute.
• Acute is “A cute angle”.

Clock faces work well for playing with angles. 3 o`clock make right angles from the minute hand and 2 o`clock is an acute angle. 4 o`clock makes an obtuse angle.

Development

Activity 1

• With a movement of your arm along the elbow reinforce acute and obtuse along a straight line.
• Repeat to explain the difference between right angle and other angles.
• The students use their arms and legs to make angles by bending and moving (physical exercise add pictures or sketch if possible)

• Make the angles with toothpicks, glue them on to paper, and label them.
• Find five objects in your home that have right angles in them.

• Draw some angles on the board and ask them to mark the angles as acute, right, obtuse, or straight (whole class activity)

• Recall the concept of horizontal and vertical lines and introduce the angle between them as right angle by asking does it make an L shape?
• Assign pair work of labeling angles (questions can be assigned from a book or prepare a worksheet)
• Invite one or two students to recap the points of today.
• Collect students work to check later.

Sum up / Conclusion

• Conclude the lesson

Assessment

• Geometry “Simon Says” or call it Geometry Aerobics.
• Develop an agreed-upon set of physical gestures to represent the vocabulary terms you have studied.
• Line: both arms outstretched, fingers pointing in opposition directions.
• Segment: same as above, but with hands balled into fists (endpoints)
• Point: one hand makes a fist.
• Perpendicular: left arm straight across the chest; right arm straight across.
• The chest; right arm bent at the elbow resting on the left arm, forming an upside-down T.
• Parallel: forearms held parallel, like the touch down symbol.
• Acute angle: arms make an acute angle
• Obtuse angle: arms make an obtuse angle etc.

• Students all stand up; the teacher or leader calls a vocabulary term, simultaneously making one of the gestures, but not necessarily the one that goes with the term. Students must respond with the correct gestures, or else they`re out and have to sit down. Continuous until you have only one person still standing; that person becomes the leader in the next round. This is particularly fun if the teacher is not the leader, and makes the wrong gestures, because a good many of the students usually try to copy the teacher`s gesture.

1. Can someone show me a right angle?
2. Can someone show me an acute angle?
3. Can someone show me an obtuse angle?