![]() ![]() Both kids relaxed, enjoying the activity and getting involved creating the angles and then measuring them. They learnt a simple trick, if you are trying to measure an angle but the lines are too short it is not an issue just extend them. I must add that with some of the shapes that my son drew we did have to extend the lines so he could measure the angles successfully. Once they were happy we started measuring. I originally bought them as my daughter’s Occupational Therapist recommended that we use stencils as a way of getting her to engage both hands at the same time.Īnyway the kids draw some shapes, making sure that some overlapped (and we also added a few straight lines intersecting the shapes). ![]() I bought our set of shape stencils about 5 years ago and we have used it over and over again. I really wanted him to understand how he needs to use the protractor and not get confused by the two-rows of numbers.Īfter they had finished their page they both asked for more but this time we used our Learning Resources Primary Shapes Template Set. My youngest was not as accurate (he is 2.5 years younger), but I was not fussed. I must admit my oldest was very accurate with her angles – she measured everything and would not just classify an angle as a right angle unless it was exactly 90 degrees – I managed to create quite a few 89 and 91 degree angles (woops). ![]() Then both kids practiced measuring the different angles created by the Washi Tape. To start with I used some coloured Washi tape to create angles on a large piece of paper (the Washi Tape just adds a bit of colour and fun to the activity). My youngest who is determined to do all the angle activities did find measuring the angles a little bit tricky so I thought it might be good to practice it. ![]() On, the exercise tells me.We have recently been introducing some basic Geometry ideas and both of mine have kept asking for more and more angle activities – we have done a few activities were we identified the different type of angles, compared the sizes and determined which was greater or less than and we started measuring a few angles. So this is an acuteĪngle right over here. Side opens up or you could say points to 70 degrees. So you want the 0ĭegrees on the side, so the other side is But this isn't too helpful,īecause the angle is now outside. Vertex of my angle at the center of my protractor. And this looks like roughlyĪn 80 degree angle, not quite. So once again, put theĬenter of the protractor at the vertex of our angle. The base of the protractor, at this side of the angle. So once again, place theĬenter of the protractor at the center, at the Ray, it points to, looks like, pretty close And the other side of theĪngle is within the protractor. Is either rotate the angle or rotate the protractor. Vertex of the angle at the center of the protractor. Protractor at the center of- or I should say, at the Want to measure an angle, what you want to do Omar Rizwan, who was actuallyĪ high school intern, made this pretty neat module. And I want to giveĬredit to the person who built this protractor, because And it's a pretty coolĪctually measure angles. Of me is the Khan Academy measuring angles exercise. ![]()
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