Existing syllabus
• The angles concept is based on early ideas of corners.
• Emphasis on naming angles NOT understanding the amount and direction of turning of an angle.
• Sharp and blunt angles.
• Use of a protractor caused confusion.
Teaching about anglesStage 2
• Angles are used to describe: – the shape of a corner– direction– the amount of turning or opening– an inclination or slope
• Because angles arise in different ways in different situations, the topic can be difficult for students.
• Developing a sound understanding of angles is vital for further understandings in geometry.
Mathematics K - 62002
• In Stage 1 students identify corners as angles.
• Angles are compared by superimposing.
Mathematics K- 62002
Stage 2
• Recognise openings, slopes and turns as angles.
• Describe angles using everyday language and the term right.
• The students need practical experiences of creating, identifying and describing a range of angles.
Mathematics K- 62002Stage 3
• Classify angles as acute, obtuse, reflex, straight or a revolution.
• Measure angles in degrees and use the symbol, ° for degrees.
• Construct angles using a protractor.
Teaching about anglesStage 2
• Many students have difficulty in identifying and describing angles.
• When comparing the size of two angles, students are often confused by the length of the arms, and don’t measure the amount of turning.
Teaching about anglesStage 2
• The Teaching about angles, Stage 2 resource provides support for teachers in implementing the new K -6 syllabus.
• There are assessment tasks that can be used prior to and after the implementation of a sequence of lessons on angles.
• The lessons provide experiences in many different angles the students encounter in varied situations.
Teaching about anglesStage 2
• There are different sequences of lessons suggested.
• A Glossary is on page 11.
• Some activity sheets are provided to use with the lessons.
Teaching about anglesStage 2
Two-line angles• Both arms of the angle are visible.• Found in the corners of geometrical figures, angles
made by human limbs, corners and intersections in our environment.
Teaching about anglesStage 2
One-line angles• Only one arm of the angle is clearly visible.• Includes doors, hands of a clock, sloping roofs,
or slope of an incline.
Teaching about anglesStage 2
No-line angles• Neither arm of the angle is visible.• Examples are a ball rebounding from a wall or a
light reflecting from a mirror.