- identifying examples classifying angles
- estimating the measure
- determining angle measures in degrees
- drawing angles
- applying angle relationships in triangles and quadrilaterals.
[C, CN, ME, PS, R, V]
| (a) |
Observe, and sort by approximate measure, a set of angles relevant to self, family, or community. |
| (b) |
Explore and present how First Nations and Métis peoples, past and present, measure, represent, and use angles in their lifestyles and worldviews. |
| (c) |
Describe and apply strategies for sketching angles including 0°, 22.5°, 30°, 45°, 60°, 90°, 180°, 270°, and 360°. |
| (d) |
Identify referents for angles of 45°, 90°, and 180° and use the referents to approximate the measure of other angles and to classify the angles as acute, obtuse, straight, or reflex. |
| (e) |
Explain the relationship between 0° and 360°. |
| (f) |
Describe how measuring an angle is different from measuring a length. |
| (g) |
Measure angles in different orientations using a protractor. |
| (h) |
Describe and provide examples for different uses of angles, such as the amount of rotation or as the angle of opening between two sides of a polygon. |
| (i) |
Generalize a relationship for the sum of the measures of the angles in any triangle. |
| (j) |
Generalize a relationship for the sum of the measures of the angles in any quadrilateral. |
| (k) |
Provide a visual, concrete, and/or oral informal proof for the sum of the measures of the angles in a quadrilateral being 360° (assuming that the sum of the measures of the angles in a triangle is 180°). |
| (l) |
Solve situational questions involving angles in triangles and quadrilaterals. |
