Demonstrate Understanding of Angles Including

Outcome:

Demonstrate understanding of angles including:

· identifying examples classifying angles

· estimating the measure

· determining angle measures in degrees

· drawing angles

· applying angle relationships in triangles and quadrilaterals.

Indicators:

a. Observe, and sort by approximate measure, a set of angles relevant to self, family, or community.

b. Explore and present how First Nations and Métis peoples, past and present, measure, represent, and use angles in their lifestyles and worldviews.

c. Describe and apply strategies for sketching angles including 0°, 22.5°, 30°, 45°, 60°, 90°, 180°, 270°, and 360°.

d. Identify referents for angles of 45°, 90°, and 180° and use the referents to approximate the measure of other angles and to classify the angles as acute, obtuse, straight, or reflex.

e. Explain the relationship between 0° and 360°.

f. Describe how measuring an angle is different from measuring a length.

g. Measure angles in different orientations using a protractor.

h. Describe and provide examples for different uses of angles, such as the amount of rotation or as the angle of opening between two sides of a polygon.

i. Generalize a relationship for the sum of the measures of the angles in any triangle.

j. Generalize a relationship for the sum of the measures of the angles in any quadrilateral.

k. Provide a visual, concrete, and/or oral informal proof for the sum of the measures of the angles in a quadrilateral being 360° (assuming that the sum of the measures of the angles in a triangle is 180°).

l. Solve situational questions involving angles in triangles and quadrilaterals.

Level / Scale / Descriptor / Indicators / Student-Friendly Language
Pre-Requisite Knowledge / · Students who are not able to be independently successful with level 1 questions will be given an E. / Basic angles (right, acute, obtuse) and lines (intersecting, perpendicular)
NN6 – Checkpoint 13 Classify quadrilaterals by attributes
NN6 – Checkpoint 14 The student identifies and compares angles
1 / B - Beginning
There is a partial understanding of some of the simpler details and processes.
Prior knowledge is understood. / · Knowledge and Comprehension
· Students who are successful with level 1 questions or those who are successful with level 1 or 2 questions with assistance will be given a B. / · Observe, and sort by approximate measure, a set of angles relevant to self, family, or community.
· Explore and present how First Nations and Métis peoples, past and present, measure, represent, and use angles in their lifestyles and worldviews.
· Describe how measuring an angle is different from measuring a length.
· Describe and provide examples for different uses of angles, such as the amount of rotation or as the angle of opening between two sides of a polygon. / I can sort angles by size.
I understand how First Nations and Metis people measured angles and how they used angles to approximate time.
I understand how measuring angles is different from measuring lengths. I can explain how it is different.
I can describe how angles can be used in real life and give examples.
2 / A – Approaching
No major errors or omissions regarding the simpler details or processes, but assistance may be required with the complex processes. / · Applying and Analysing
· Students who are able to be successful with level 1 and level 2 questions, or those who are successful with higher-level questions with assistance, will be given an A. / · Describe and apply strategies for sketching angles including 0°, 22.5°, 30°, 45°, 60°, 90°, 180°, 270°, and 360°.
· Identify referents for angles of 45°, 90°, and 180° and use the referents to approximate the measure of other angles and to classify the angles as acute, obtuse, straight, or reflex.
· Explain the relationship between 0° and 360°. / I can describe strategies for sketching special angles (Draw a corner, 90o, cut it in half, 45o, cut it in half, 22.5o,…)
I can use referents (pattern blocks, corner of a paper) to approximate angle measures and to help me see whether they are acute, right, obtuse, straight or reflex.
I understand that a 360o is a full rotation past 0o and that they can look the same but have different measures.
3 / M – Meeting
No major errors or omissions regarding any of the information and/or processes that were explicitly taught.
This is the target level for proficiency. / · Evaluating and Creating
· Students who are independently successful with level 3 or level 4 questions are given an M. / · Measure angles in different orientations using a protractor. (and Drawing)
· Generalize a relationship for the sum of the measures of the angles in any triangle.
· Generalize a relationship for the sum of the measures of the angles in any quadrilateral.
· Provide a visual, concrete, and/or oral informal proof for the sum of the measures of the angles in a quadrilateral being 360° (assuming that the sum of the measures of the angles in a triangle is 180°).
· Solve situational questions involving angles in triangles and quadrilaterals. / I can measure angles using a protractor (no matter what the angles look like).
I can draw (precisely) angles using a protractor.
I know that all the angles in a triangle add up to 180o and I can prove it using words, drawings or manipulatives.
I know that all the angles in a quadrilateral add up to 360o and I can prove it using words, drawings or manipulatives.
I can solve questions that involve angles, triangles and quadrilaterals.
4 / In addition to level 3 performance, in-depth inferences and applications go beyond what was explicitly taught. / · Students successful at level 4 will receive supplementary comments specific to their achievement in addition to the M. / I can design a quilt block that uses triangles and quadrilaterals. I will provide all angle measures and ensure that there are all types of angles represented. I will also research Central Angles and explain their relevance in my quilt design.
Meeting / I can design a quilt block that uses triangles and quadrilaterals. I will provide all angle measures and ensure that there are all types of angles represented. I will also research Central Angles and explain their relevance in my quilt design.
Approaching / I can measure angles using a protractor (no matter what the angles look like).
I can draw (precisely) angles using a protractor.
I know that all the angles in a triangle add up to 180o and I can prove it using words, drawings or manipulatives.
I know that all the angles in a quadrilateral add up to 360o and I can prove it using words, drawings or manipulatives.
I can solve questions that involve angles, triangles and quadrilaterals.
Beginning / I can describe strategies for sketching special angles (Draw a corner, 90o, cut it in half, 45o, cut it in half, 22.5o,…)
I can use referents (pattern blocks, corner of a paper) to approximate angle measures and to help me see whether they are acute, right, obtuse, straight or reflex.
I understand that a 360o is a full rotation past 0o and that they can look the same but have different measures.
I can sort angles by size.
I understand how First Nations and Metis people measured angles and how they used angles to approximate time.
I understand how measuring angles is different from measuring lengths. I can explain how it is different.
I can describe how angles can be used in real life and give examples.