Lesson objective: Apply knowledge of angle construction and measurement to a real-world problem.
This lesson provides an opportunity for students to apply their knowledge and understanding of angle measurement to a real-life situation. Students are asked to construct a triangular path that a robot will travel given a set of directions that include turning on a specific angle.
Key Concept students will use:
Points, lines, line segments, and rays have specific properties that are maintained when combined to make geometric figures. One of these new figures, an angle, is a geometric figure that is created wherever two rays share a common endpoint.
An angle is measured in reference to two rays that intersect the center point of a circle. An angle that turns through 1/360th of a circle is called a one-degree angle.
An angle that turns through n one-degree angles is said to have a measure of n degrees.
Skills students will use:
- Exploring standard units of length; (Grade 2, Unit 2)
- Solving problems involving shapes; (Grade 3, Unit 13)
Students engage in Mathematical Practice 5 (Use appropriate tools strategically) as they use a ruler, protractor, and other materials to construct angles.
- acute angle
- obtuse angle
- right angle
Special materials needed:
- AngLegs (optional)
This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of theMid-continent Research for Education and Learningin Aurora, Colorado.
Understands the relationships among science, technology, society, and the individual.
Knows ways in which technology has influenced the course of history (e.g., revolutions in agriculture, manufacturing, sanitation, medicine, warfare, transportation, information processing, communication).
Knows ways in which technology and society influence one another (e.g., new products and processes for society are developed through technology; technological changes are often accompanied by social, political, and economic changes; technology is influenced by social needs, attitudes, values, and limitations and by cultural backgrounds and beliefs).
Knows examples of advanced and emerging technologies (e.g., virtual environment, personal digital assistants, voice recognition software) and how they could impact society.
Knows that science cannot answer all questions and technology cannot solve all human problems or meet all human needs.
Understands the nature of technological design.
Proposes designs and chooses between alternative solutions (e.g., models, simulations).
Implements a proposed solution (e.g., constructs artifacts for intended users or beneficiaries).
Evaluates a designed solution and its consequences based on the needs or criteria the solution was designed to meet.
Grade level:6-8, 9-12
Understands the scientific enterprise.
Knows various settings in which scientists and engineers may work (e.g., colleges and universities, businesses and industries, research institutes, government agencies).
Knows that creativity, imagination, and a good knowledge base are all required in the work of science and engineering.
Knows that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen.
Subject area:life work
Makes general preparation for entering the work force.
Analyzes a current job and its future possibilities.
Evaluates the chances of getting a job now and in the future in fields of work that are of interest.