3 Finding angles all around us

Angles play an important role in life. Yet somehow, students often do not see these angles around them or associate them with the angles that they work with in the classroom. When the students do not notice the angles around them, they are less likely to understand the importance of angles or to figure out how two angles are related.

In the next activity you will ask your students to identify different angles, first in the classroom, then in the school grounds. The activity then asks them to think about the importance of the measurements of the angles, and what would happen if they were changed.

Activity 3: Finding angles in the classroom and outside

Part 1: Finding angles in the classroom

Arrange the students in groups of four or five. Ask the students to:

  • find different angles in the classroom and to make a note of these
  • estimate the size of these angles and make a note of them
  • categorise these angles into acute, obtuse, etc. and make notes.

Part 2: Finding angles outside the classroom

When taking students to work in the school grounds you should always make sure your students are aware of safety hazards they might encounter such as moving vehicles or building works, and prepare for changes in the weather.

Arrange the students in groups of four or five. Give the students their instructions before taking them out to the school grounds. Tell each group to find at least three examples of each different type of angle, such as obtuse, acute or straight angles. Then ask them:

  • to find different angles in the school grounds, and to make a note and a drawing of these
  • to estimate the size of these angles and make notes
  • to categorise these angles into acute, obtuse, etc. and make notes.

If your students have access to digital cameras or mobile phones with an integral camera, these could be used to take photographs of the angles that the students find when they are working out-of-the-classroom. This would be an exciting alternative way for them to record their findings. If you have access to a computer a printer, you may be able to print out some of the students’ photographs and make an exciting display on angles to go on the classroom wall.

Part 3: Feedback to the whole class

Back in the classroom ask the groups to report back to the whole class on some of their findings – reporting back on all of their findings might take too long.

Ask the students:

  • What would happen if the angles you found where reduced to smaller angles?
  • What would happen if the angles you found where increased to larger angles?

Video: Using local resources

Pause for thought

  • How well did Activity 3 go with your class?
  • What responses from students were unexpected? Why?
  • Did you modify the task in any way? If so, what was your reasoning for this?

2 Using paper folding as a manipulative to learn about angles

4 Summary