Planning tool
Year levels
Strands
Expected level of development
Australian Curriculum Mathematics V9: AC9M3M05
Numeracy Progression: Understanding units of measurement: P6, Understanding geometric properties: P3
At this level, students develop their understanding of an angle as measures of turn and compare angles with right angles.
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.
Develop students’ understanding of a right angle.
Teaching and learning summary:
 Explore angles in the local environment.
 Explicitly teach and model how to compare angles as more/less than or equal to a right angle.
Students:
 describe angles as measures of turn
 compare and order angles of different sizes.
Some students may:
 get confused and 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 lengths of lines 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 right angles.
 We are learning how to identify different angles compared to right angle.
Why are we learning about this?
 Angle measurements are used in construction and design.
What to do
 Find different angles around your home. Here are some suggestions to get you started: salad tongs, scissors, chairs, table or hands of a clock. You can even form angles with your body.
 Examine each angle and compare each object to a right angle.
 Create a table to describe your results. Classify and draw the objects into your table.
Equal to a right angle  Greater than a right angle  Less than a right angle 
Success criteria
I can:
 create, compare and order angles
 classify angles as equal to, greater than, or less than, a right angle.
Please note: This site contains links to websites not controlled by the Australian Government or ESA. More information here.
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.
Go to resource 
Questioning
A culture of questioning should be encouraged and students should be comfortable to ask for clarification when they do not understand.
Go to resource
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.
Go to resource 
Geometry: Foundation to Year 9
A comprehensive book containing an overview of geometry; refer to sections 1 and 2, pp 32–37.
Go to resource 
National flags
Students are shown a variety of flags, and through questioning, investigate the shapes, angles and lines within each.
Go to resource 
Right angles
This resource provides teacher slides to introduce right angles and explore angles.
Go to resource 
Stepping out
In this unit students find out the length of their pace when walking and running, and compare these with the paces of others.
Go to resource 
Supermarket shopping
In this unit the kilogram is introduced as a standard unit of measurement using the context of supermarket shopping. We develop our understanding of the "feel" of a kilogram by making our own kilogram weights.
Go to resource