LESSON PLAN CHAPTER 3 2019 /

2020

School Name : Surabaya Montessori School

Level/ Semester : V/ 1
Subject : Math
Time Allocation : 8 periods x 30 minutes

Chapter 3 Angles

Lesson 1 (2 periods)

Chapter Opener
Use this picture to establish that pupils are able to observe different types
of angles around them.

Material(s)
• 1 straw per pupil

Teaching ideas
• Have pupils look at the picture in the chapter opener. Prompt them to
recall that a right angle is equal to 90°.
• Ask: Whose straw is straight? (Raj’s straw) Whose straw makes a
right angle? (Lily’s straw) Whose straw makes an angle smaller
than 90°? (Tom’s straw) Whose straw makes an angle greater
than 90°? (Aishah’s straw)
• Provide each pupil with one straw. Have them show and say the various
angles as shown in the picture.
• Explain to pupils that the four straws in the picture form four different
types of angles.
• Ask: What is the angle made by the remaining cake? (greater
than 90°)
• Ask: What angles can you see from the clock? (angle made by
second hand and minute hand is 90°, angle made by minute hand and
hour hand is smaller than 90°, angle of the clock outline is greater than
90°)
• Ask: What angles can you see from the plaque? (greater than 90°
and smaller than 90°)
• Ask: Are there any other angles in the picture? (Answers will vary.
E.g. different angles in the picture above the sofa, packets of drink,
cushion on the sofa, etc.)
• Tell pupils that they will learn more about the different types of angles
and how to measure them in this chapter.
• Have pupils work in pairs or small groups. Prompt them to look around
the classroom and identify the different types of angles. Have them tell
their classmates what angles they see on the different objects.
• Possible probing questions:
– What items have right angles in them?
– What items have angles smaller than a right angle in them?
– What items have angles greater than a right angle in them?
LESSON PLAN CHAPTER 3 2019 /
2020
 LESSON PLAN CHAPTER 3 2019 /
2020

A. Types of Angles
Learning outcome(s)
• Identify different types of angles.

Material(s)
• 2 right angle checkers per pupil

Vocabulary
• acute
• obtuse

Note to teachers: In this section, pupils will learn to identify different

types of angles using a right angle checker as concrete representation.
Next, they will use the pictures on the page to identify
angle that is smaller than 90° as an acute angle, angle that is greater
than 90° but smaller than 180° as an obtuse angle and angle that is equal
to 180° as a straight angle and finally arrive at the
symbolic representation in the form of identifying and writing the types of
angles.

Let’s Recall
• Begin by having pupils recall comparing angles with a right angle.
[Stage 3 Chapter 18, Section A]
• Have pupils look at the front cover of their Pupil’s Book. Ask: How
many right angles can you find? (4)
• Recall that a right angle checker can be used to find a right angle as
well as to identify angles greater or smaller than a right angle.

Let’s Learn Together

Teaching ideas
1.
• Introduce the concept of right angle, acute angle, obtuse angle and
straight angle. Provide each pupil with two right angle checkers.
• Have pupils use the right angle checker on angle a. Ask: What is the
size of angle a? (90°)
Explain that ‘’ is a symbol used to name angles, so we can write ‘angle
a’ as ‘a’.
• Have pupils put two right angle checkers side by side on a straight edge
ruler. Ask: How many right angles are there? (2) What is the size
of this angle? (180°) Is this angle on a straight line? (yes) Which
angle, b, c or d, has the same size as this angle? (d) Tell them
that 180° is a straight angle.
• Have pupils use their right angle checker on angles b and c. Explain that
an acute angle is smaller than 90° and an obtuse angle is greater than
90° but smaller than 180°.

Stop-Think-Go
 LESSON PLAN CHAPTER 3 2019 /
2020

• Have pupils recall the four different types of angles they have learnt.
Ask: Compare 99° to a right angle and a straight angle. What
type of angle is 99°? (obtuse)

Teaching ideas
2.
• Ask pupils to guess the type of angles in the diagram. Ask: How can
you tell the type of angles? (Answers will vary. E.g. compare each
angle to a right angle and straight angle, use a right angle checker)
• Guide pupils to compare each angle to a right angle and straight angle
and conclude that p is an acute angle, q is a right angle, r is an
obtuse angle and s is a straight angle.

Wrap up
Material(s): 1 piece of paper per pupil, 1 right angle checker per pupil
Reinforce the concept of identifying different types of angles by having a
class activity. Provide each pupil with a piece of paper. Have them draw
two straight lines to form an angle using a ruler by calling out different
types of angle at random (e.g. acute angle). Get pupils to check their
drawings with a right angle checker. Repeat this several times to ensure
that pupils associate the names of the angles with their sizes.

Worksheet 1, pages 34–35

Have pupils do Worksheet 1 to practise identifying different types of
angles on their own.

B. Estimating and Measuring Angles

Lesson 2 (2 periods)

Learning outcome(s)
• Estimate and measure the size of an angle in degrees.

Vocabulary
• protractor

Material(s)
• protractor

Note to teachers: Pupils have learnt how to identify right angles, acute
angles, obtuse angles and straight angles in the earlier section. In this
section, pupils will learn to measure angles to the nearest 5° using a
protractor as concrete representation. Next, they will learn to estimate
angles using the pictures on the page and finally arrive at the symbolic
representation in the form of writing angles in degrees to the nearest 5°.

Let’s Recall
• Begin by having pupils recall identifying different types of angles. [Stage
5 Chapter 3, Section A]
 LESSON PLAN CHAPTER 3 2019 /
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• Write the word ‘MATH’ in capital letters on the board. Go through with
pupils the types of angles that are present in each letter. (M only has
acute angles, A has both acute and obtuse angles, T and H only have
right angles.)

Let’s Learn Together

Teaching ideas
1.
• Introduce the concept of using a protractor to measure angles in
degrees.
• Have pupils observe the markings on the round edge of the protractor.
Point out that each marking represents 1°.
• Point out that the numbers on the inner and outer scales on the
protractor each run in opposite
directions. Explain that they need to be aware of where the 0° mark is
when measuring angles.
• Have pupils look at the baseline and centre mark of the protractor. Point
out that we always align the angle to be measured with these markings.

2.
• Have pupils look at ABC in 2. Explain that we need to place the centre
mark over point B, the vertex where lines AB and BC meet.
• Highlight that we adjust the protractor so that the baseline is on line BC
while keeping point B aligned to the centre mark.
• Have them look for the 0° mark where line BC passes through. Point out
that in this case, we take the reading from the inner scale. Then have
pupils look for where line AB passes through, starting from the 0° mark.
• Guide pupils to conclude that since line AB passes through the 90°
mark, ABC is 90° and this is written as ABC = 90°.

Teaching ideas
3.
• Have pupils look at a and b on the page.
• Ask: What kind of angle is a? (acute angle) How much do you
think a measures?
(Answers will vary. Accept answers between 0° and 90°.)
• Ask: What kind of angle is b? (obtuse angle) How much do you
think b measures?
(Answers will vary. Accept answers between 90° and 180°.)

Teaching ideas
• Guide pupils to check their estimates by using a protractor to measure
the two angles. Remind them how the centre mark and baseline of the
protractor must be placed over the angle.
• Once pupils have their protractors placed correctly on the angles, guide
them to find the 0° mark for each angle. Then get pupils to find where
the other line passes through. Point out that we take the readings for a
and b from the inner scale and outer scale respectively.
 LESSON PLAN CHAPTER 3 2019 /
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• Lead pupils to conclude that a is 45° and b is 140°.

Let’s Discover
Material(s): 1 piece of paper per pair, 1 protractor per pair
• Have pupils work in pairs and use a ruler to draw straight lines to show
their estimated angle.
• For (a), prompt pupils to think about how they should estimate the angle
of 135° before attempting to draw the angle.
• For (b), prompt pupils to see that 135° is an obtuse angle made up of
90° and 45°. Prompt them to draw a 90° angle first, then add 45° to one
of the arms of the 90° angle by estimating that it is about half the size
of a 90° angle.
• For (c), have pupils measure their estimated angle with a protractor.
Prompt them to see that it is more important in getting the method to
estimate 135° than getting the drawn angle close to 135°.

Stop-Think-Go
• Have pupils look at angles c and d. Get them to estimate and compare
the two angles. Then have them check their estimates using a
protractor.
• Point out to pupils that they can extend the lines of the angles to
measure with a protractor. Remind them that the size of an angle the
amount of turning and not the length of the lines that make up the
angle.
• Lead pupils to conclude that c and d have the same value.

Wrap up
Material(s): 1 piece of paper per pupil, 1 protractor per pupil
Reinforce the concept of estimating and measuring angles in degrees by
having a class activity. Have pupils work in pairs. Provide each pupil with
a piece of paper and a protractor. Get them to draw two straight lines
meeting at a vertex to form an angle and exchange their angle with their
classmate. Have them estimate the size of the angle, then check their
guesses with a protractor. Repeat the
activity by asking pupils to draw different angles then exchange with their
classmate for further
practice on estimating and measuring angles in degrees. Pupils should be
able to associate the size of an angle to the terms ‘right angle’, ‘acute
angle’, ‘obtuse angle’, and ‘straight angle’.

Worksheet 2, pages 36–38

Have pupils do Worksheet 2 to practise estimating and measuring the
sizes of angles in degrees on their own.

C. Angles on a Straight Line

Lesson 3 (2 periods)

Learning outcome(s)
 LESSON PLAN CHAPTER 3 2019 /
2020

• Calculate angles on a straight line.

Material(s)
• 1 copy of Angle Cut-outs (TR06)
• 1 copy of Angle Cut-outs (TR06) per pupil
• 1 pair of scissors per pupil
• 1 protractor per pupil

Vocabulary
• adjacent
• supplementary

Note to teachers: In this section, pupils will learn about adjacent and
supplementary angles and sum of angles on a straight line is 180° using
angle cut-outs as concrete representation. They will use this property to
arrive at the symbolic representation in the form of calculating the values
of unknown marked angles.

Let’s Recall
• Begin by having pupils recall estimating and measuring the size of an
angle in degrees. [Stage 5 Chapter 3, Section B]
• Have pupils use a protractor to measure the sum of the two right angles
in the diagram. Ask: What is the measurement? (180°)

Let’s Learn Together

Teaching ideas
1.
• Have pupils look at the angles in 1.
• Guide pupils to see that the two angles share a side. Then have them
observe that the two angles meet at a common point O.
• Tell them that the two angles are adjacent angles as the angles share a
side and a common point.

2.
• Cut out the angles from Angle Cut-outs (TR06) and show them to the
class. Place the angles next to each other at a common point.
• Provide each pupil with a copy of Angle Cut-outs (TR06) and a pair of
scissors. Have them place the angles next to each other.
• Have pupils take a ruler and place it along the base on the angles. Ask:
Do the angles lie on a straight line? (yes) What is the sum of the
angles? (180°)
• Tell pupils that the two angles are supplementary angles as these
angles sum to 180°. Explain that supplementary angles are two angles
that add up to 180°.

Stop-Think-Go
• Have pupils look at the two angles. Ask: Are the two angles
adjacent? (no) Do the two angles add up to 180°? (yes)
 LESSON PLAN CHAPTER 3 2019 /
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• Prompt pupils to realise that the two angles are supplementary because
their sum is 180°.
• Conclude that supplementary angles need not be adjacent angles.

Teaching ideas
3.
• Have pupils use their protractors to measure each marked angle.
• Ask: What is the size of d? (30°) What is the size of e? (30°)
What is the size of f? (120°)
• Ask: What is the sum of d, e and f ? (180°) Have pupils
measure the size of ABC. What is the size of ABC? (180°) What
type of angle is ABC? (straight angle) Point out that the three
marked angles lie on a straight line.
• Guide pupils to conclude that the sum of angles lying on a straight line,
regardless of the number of marked angles, is 180°.

Stop-Think-Go
• Have pupils look at the two angles. Ask: Are the two angles on a
straight line? (yes) Are the two angles adjacent? (no) Do the two
angles add up to 180°? (no)
• Conclude that even though the two angles are on the same straight line,
they need not be
supplementary angles.

Wrap up
Material(s): 1 piece of paper per group
Reinforce the concept of calculating angles on a straight line by having a
class challenge.
Have pupils work in small groups. Provide each group with a piece of
paper. Have each group draw three angles on a straight line, then write
the values of two angles and leave one angle unknown. Remind pupils
that the drawings may not be accurate, but the angle measures have to
be reasonable. Have each group present their drawings while the rest of
the class solve for the unknown marked
angle.

Worksheet 3, pages 39–41

Have pupils do Worksheet 3 to practise calculating angles on a straight
line on their own.
 LESSON PLAN CHAPTER 3 2019 /
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Lesson 4 (2 periods)

Mind Corner
Material(s)
3.
• 1 piece of paper per pupil

Teaching ideas
1. Heuristic(s): Use a formula
• Have pupils identify the two straight lines in the diagram. Remind them
that angles on a straight line sum to 180°. Have them use this to
calculate a, b and c.
a = 180° − 70° = 110°
b = 180° − 70° − 51° = 59°
c = 180° − 110° = 70°
• Have pupils conclude that a = 110°, b = 59° and c = 70°.

2. Heuristic(s): Use a formula

• Have pupils identify the straight lines in the diagram and calculate d,
e, f, g and h using the fact that angles on a straight line sum to
180°.
• Guide pupils to see that d and e lie on a straight line so they need to
find d first before e.
• Have pupils conclude that d = 48°, e = 132°, f = 138°, g = 90°
and h = 90°.

3. Heuristic(s): Act it out, Use a formula

• Provide each pupil with a piece of paper. Have them fold the paper and
label angles a and b. Tell them to use this to solve for angle a.
• Guide pupils to discover that the unlabelled angle where b is folded
from is also 66°. Lead them to conclude that a = 180° − 66° − 66° =
48° using angles on a straight line sum to 180°.

Consolidation
Reflection, page 42
Have pupils work on Reflection to check and reinforce their
understanding.

Acknowledged
School Principal Subject teacher,
 LESSON PLAN CHAPTER 3 2019 /
2020

Elly Sylvia Candra, S.Psi. Eko Sulistiyaning

W., S. Pd.