Planning tool
Year levels
Strands
Expected level of development
Australian Curriculum Mathematics V9: AC9M2M05
Numeracy Progression: Understanding units of measurement: P4, Interpreting fractions: P3
At this level, students develop their understanding of an angle as a measure of turn.
Move from the idea of the quarter, half and threequarter turns towards a more developed idea of angle and the size of any angle as a measure of the amount of turn.
Use an analogue clock to demonstrate the turning of arms to indicate time, and compare the size of angles between the arms for familiar times.
Teaching and learning summary:
 Explore angles in the local environment.
 Explicitly teach and model how to compare and order angles.
Students:
 describe angles as measures of turn
 compare and order angles of different sizes.
Some students may:
 believe that the size of the angle is related to the length of the lines. Demonstrate that if the angle ‘arms’ are longer, the size of the angle itself does not change. Use a model that joins two lines of different length and extend the length of each line to show that the angle does not change.
The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.
Learning intention
 We are learning how to identify different angles using a clock face.
Why are we learning about this?
 Angle measurements are used in reading time on an analogue clock.
What to do
1. Open this clock face image. Use the clock face to work out the new times when the minute hand is moved by an amount of turn.
2. Write the time when the minute hand is moved by the amount of turn.
3. Create a table to describe your results. Draw the new time in the table.
Time  Turn minute hand  Write and draw the new time 
12 o’clock  A quarter turn  
Half past three  A half turn  
A quarter past nine  A threequarter turn 
4. Write two times of the day. Draw each time on a clock face.
Time  Time  Compare the size of the angles 
Success criteria
I can:
 describe amount of turn using a clock face
 compare the size of angles between the arms of a clock for familiar times.
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Teaching strategies
A collection of evidencebased teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well.

Explicit teaching
Explicit teaching is about making the learning intentions and success criteria clear, with the teacher using examples and working though problems, setting relevant learning tasks and checking student understanding and providing feedback.
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Questioning
A culture of questioning should be encouraged and students should be comfortable to ask for clarification when they do not understand.
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Classroom talks
Classroom talks enable students to develop language, build mathematical thinking skills and create mathematical meaning through collaborative conversations.
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Teaching resources
A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.

Angle it
Students describe angles as the amount of turn between two lines and locate angles in the real world.
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Measuring angles
Use quarter, half and threequarter turns to introduce angles.
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Geometry: Foundation to Year 9
A comprehensive book containing an overview of geometry; revise ideas related to angles.
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National flags
Students are shown a variety of flags and, through questioning, investigate the shapes, angles and lines within each.
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