ALEX Lesson Plan


Wanted: Angles of all Sizes!

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  This lesson provided by:  
Author:Kristina Story
System: Lanett City
School: W. O. Lance Elementary
  General Lesson Information  
Lesson Plan ID: 32795


Wanted: Angles of all Sizes!


In this lesson, students will explore straight, right, acute and obtuse angles. Students will go to the playground to search for angles. The students will use digital cameras to record their findings. They will use their findings to create a PowerPoint to present to the class.

 Associated Standards and Objectives 
Content Standard(s):
MA2015 (2016)
Grade: 4
26 ) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

NAEP Framework
NAEP Statement::
4G1a: Explore properties of paths between points.

NAEP Statement::
4G1c: Identify or draw angles and other geometric figures in the plane.

NAEP Statement::
4G4a: Describe relative positions of points and lines using the geometric ideas of parallelism or perpendicularity.

NAEP Statement::
8G3g: Describe or analyze properties and relationships of parallel or intersecting lines.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.26- Recognize angles, parallel and perpendicular lines, and intersecting lines.

Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Students understand that:
  • everyone can be an author, producer, director, etc.
  • using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades.
Teacher Vocabulary:
  • digital tools
  • communicate
  • key ideas
  • informs
  • persuades
Students know:
  • digital tools are available that enable them to inform others.
  • digital tools are available that enable them to persuade others.
Students are able to:
  • use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade.
Students understand that:
  • digital tools can be used to communicate by informing and/or persuade others.

Local/National Standards:


Primary Learning Objective(s):

Students will be able to work collaboratively to identify straight, right, obtuse, and acute angles. 

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Per Group: My Angles Drawings Handout, Pencils

Technology Resources Needed:

Per Group: digital camera, computer (with PowerPoint software), Interactive Board or Projector, flash drive


Teacher prep: Students need to be put into cooperative groups of four before starting this activity. The teacher should have a digital camera and an angles worksheet available for each group.

Student prep: Students should have basic knowledge of the definition of a straight, right, acute, and obtuse angle. Students should have prior knowledge of creating a PowerPoint using a digital camera. Students should also be aware of the rules of working in collaborative groups.


Step 1

Engage the students by asking them to look around the classroom and identify four angles. The students will discuss their angles with their tables. Students should discuss if the angles are larger or smaller than 90 degrees. Call the class together and allow each table to share their favorite findings. If the students are not accurately describing straight, right, acute, and obtuse angles, then reteach the definitions of each and give visual examples throughout the room. This engagement should only last 10-15 minutes.

Step 2

Students will explore and identify more straight, acute, obtuse, and right angles by going outside to search for these angles on the playground. They will use the My Angles Drawing Handout to record their findings. Students will use digital cameras to take pictures of where they locate each angle. Students must identify and take a picture of each type of angle. Allow 15-20 minutes for this exploration.

Step 3

Bring the class back together. Each cooperative group of students will use their recordings on the digital cameras to create a Power Point. On the PowerPoint, each group must identify the type of angle on each picture. They must also explain how they know that it is right, straight, acute, or obtuse angle. This part of the lesson will be done in the computer lab. Students are encouraged to be creative as they create their PowerPoint. Students are to save their work to a flash drive. Allow 60-75 minutes for this part of the lesson.

Step 4

Allow each group to present/communicate their findings to the class.

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Assessment Strategies

Students will be assessed on their presentation to the class. They will be assessed on whether they correctly captured and identified the four types of angles.




View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.