Angles:

Lesson Description:

Angles is a great way to reinforce the concepts taught in early geometry. In the activity the students use the computer graphics tools in Canvastic to create angle diagrams of certain measurements. It can be adapted to whatever levels of geometric angles have been taught or need to be practiced. It can be a short one session activity or can span multiple days as an on-going practice activity. It could also be used as an assessment of that knowledge. Grades 4-6.Example below.

Implementation Steps:

Introduce the Object tools if necessary. Pay particular attention to the concept of editing with the Pointer tool and Choices palette as small adjustments to a geometric figure are helpful. Using the Connect-the-Dots tool can be very useful in this activity as it will allow you to create an both parts of an angle in the same object. See the Canvastic documentation for an explanation of the this tool.

Have the students open the Protractor.cdc template file. Click here to download a copy. This file has a protractor in the background layer of the document where it cannot be easily erased or deleted.

Have the students use the Line or Connect-the-Dots tool to explore how to draw angles of different measurements. Have them use the Pointer tool to move their angles away from the protractor.

Then have the students use the Line or Connect-the-Dots tool to draw angles of measurements that you assign. You can have them label them completely with names for the drawing, parts, and measurements. You can make the assignment as detailed as you wish. You may want to have them use certain colors for certain angles to make assessment easier.

Possible assignment drawings:

• acute angle
• obtuse angle
• right angle
• 45 degrees
• 90 degrees
• 120 degrees etc.

Preparation Notes:

Students will need a list of the angles you want them to complete.

Student Prerequisites:

Students should probably use the Object vs. the Paint tools for this activity. It can be done with the Paint tools but the objects will make a better project. So, if they haven't used them, the object tools should be introduced first.

Assessment:

Resources:

• The Math Forum - Geometry - http://mathforum.org/library/drmath/sets/elem_geom.html
• Example
• Protractor template file

Standards Addressed:

ISTE NETS Technology Standards: Grades 3-5 Performance indicator(s):

1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively.

5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

ISTE NETS Technology Standards: Grades 6-8 Performance indicator(s):

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.

6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.

NCTM - National Council of Teachers of Mathematics - Standards::

Geometry Standard for Grades 3–5: Use visualization, spatial reasoning, and geometric modeling to solve problems

• build and draw geometric objects;
• create and describe mental images of objects, patterns, and paths;
• identify and build a three-dimensional object from two-dimensional representations of that object;
• identify and draw a two-dimensional representation of a three-dimensional object;
• use geometric models to solve problems in other areas of mathematics, such as number and measurement;
• recognize geometric ideas and relationships and apply them to other disciplines and to problems that arise in the classroom or in everyday life.

Geometry Standard for Grades 6-8: Use visualization, spatial reasoning, and geometric modeling to solve problems

• draw geometric objects with specified properties, such as side lengths or angle measures;
• recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life.