NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5

Lesson 5
1
Objective: Use a circular protractor to understand a 1-degree angle as
360
of a turn. Explore benchmark angles using the protractor.

Suggested Lesson Structure

 Fluency Practice (11 minutes)

 Application Problem (6 minutes)
 Concept Development (33 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (11 minutes)

 Divide Using the Standard Algorithm 4.NBT.6 (3 minutes)

 Identify Two-Dimensional Figures 4.G.1 (4 minutes)
 Physiometry 4.G.1 (4 minutes)

Divide Using the Standard Algorithm (3 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews Grade 4 Module 3 Lesson 16 content.

T: (Write 48 ÷ 2.) On your personal white boards, solve the division problem using the vertical method.
Continue with the following possible sequence: 49 ÷ 2, 69 ÷ 3, 65 ÷ 3, 55 ÷ 5, 58 ÷ 5, 88 ÷ 4, and 86 ÷ 4.

Identify Two-Dimensional Figures (4 minutes)

Materials: (S) Personal white board, straightedge

Note: This fluency activity reviews terms learned in Lessons 1–4.

T: ⃖����⃗ . Point to 𝐴𝐴.) Say the term for what I’m pointing to.
(Project 𝐴𝐴𝐴𝐴
S: Point 𝐴𝐴.
T: (Point to 𝐵𝐵.) Say the term.
S: Point 𝐵𝐵.
T: ⃖����⃗ .) Say the term.
(Point to 𝐴𝐴𝐴𝐴
S: Line 𝐴𝐴𝐴𝐴.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 73

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5

T: Use your straightedge to draw ⃖�����⃗

𝐶𝐶𝐶𝐶 on your personal white boards.
S: (Draw a line with points 𝐶𝐶 and 𝐷𝐷 on the line.)
Continue with the following possible sequence: �����⃑ ����, and obtuse ∠𝐼𝐼𝐼𝐼𝐼𝐼, acute ∠𝐿𝐿𝐿𝐿𝐿𝐿, and right ∠𝑂𝑂𝑂𝑂𝑂𝑂.
𝐸𝐸𝐸𝐸 , 𝐺𝐺𝐺𝐺
T: ������⃑ and 𝑄𝑄𝑄𝑄
What’s the relationship between 𝑄𝑄𝑄𝑄 �����⃑?
S: The line segments are perpendicular.
T: ����.
Draw 𝑅𝑅𝑅𝑅
S: (Draw����
𝑅𝑅𝑅𝑅.)
T: ���� ����.
Draw 𝑇𝑇𝑇𝑇 that is perpendicular to 𝑅𝑅𝑅𝑅
S: ����.)
(Draw 𝑇𝑇𝑇𝑇
T: 𝑉𝑉𝑉𝑉 that is perpendicular to ����
Draw ����� ����.
𝑅𝑅𝑅𝑅 and parallel to 𝑇𝑇𝑇𝑇
S: ����� .)
(Draw 𝑉𝑉𝑉𝑉

Physiometry (4 minutes)
Note: Kinesthetic memory is strong memory. This fluency activity reviews terms from Lessons 1–4.
T: Stand up.
S: (Stand up.)
T: Show me a point.
S: (Clench one hand in a fist, and extend arm forward.)
T: Show me a line.
S: (Extend arms straight so that they are parallel with the floor. Open both hands.)
T: Show me a ray.
S: (Extend arms straight so that they are parallel with the floor. Clench one hand in a fist, and leave the
other hand open.)
T: Show me a ray pointing in the other direction.
S: (Open clenched hand, and clench open hand.)
T: Show me a line segment.
S: (Extend arms straight so that they are parallel with the floor. Clench both hands into fists.)
T: Show me a right angle.
S: (Stretch one arm up directly at the ceiling. Stretch another arm directly toward a wall, parallel to the
floor.)
T: Show me a different right angle.
S: (Stretch the arm pointing toward a wall directly up toward the ceiling. Move the arm pointing
toward the ceiling so that it points directly toward the opposite wall.)
T: Show me an obtuse angle.
S: (Make an obtuse angle with arms.)
T: Show me an acute angle.
S: (Make an acute angle with arms.)

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 74

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5

Continue with the following possible sequence: point, right angle, line segment, acute angle, line, right angle,
and obtuse angle.
T: (Stretch one arm up directly at the ceiling. Stretch another arm directly toward a wall, parallel to the
floor.) What type of angle am I making?
S: Right angle.
T: What is the relationship of the lines formed by my arms?
S: Perpendicular lines.
T: (Point to the classroom’s back wall.) Point to the walls that run perpendicular to the wall I’m
pointing to.
S: (Point to the side walls.)
T: (Point to the front wall.)
S: (Point to the side walls.)
Continue pointing to one side wall, the back wall, the other side wall, and the front wall.
T: (Point to the back wall.) Point to the wall that runs parallel to the wall I’m pointing to.
S: (Point to the front wall.)
Continue pointing to one side wall, the front wall, and the other side wall.

Application Problem (6 minutes)

Materials: (S) 1 paper circle from the Concept Development

Place right angle templates on top of the circle to determine how many right
angles can fit around the center point of the circle. If necessary, team up with
other students to share templates. (Overlaps are not allowed.)
How many right angles can fit?
Note: This Application Problem bridges concepts from Lesson 2. Students use the right angle templates that
they made in class to build understanding as they measure right angles around the center point of a circle.

Concept Development (33 minutes)

Materials: (T/S) 2 paper circles (5-inch diameter—one red, one white) with a radius cut into each one,
delineated by a strong, straight black segment, circular protractor (Template) printed on paper or
transparency

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 75

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5

Directions for Constructing a Paper Protractor:

1. Label and cut a radius into one red and one white paper circle.
2. Stack the red circle on top of the white circle with the radii aligned and parallel to the desk’s edge.
3. Pinch the corner of the white circle directly below the slit (as shown on the previous page).
4. To illustrate an angle, turn the segment given by the edge of the white region counterclockwise.

Problem 1: Reason about the number of turns necessary to make a full turn with different fractions of a full
turn.
T: What do you see as you turn this segment to the left?
S: The white part is getting larger. The red part is getting smaller.
T: Do you see an angle?
S: Yes.
T: Let’s agree that the white region is the interior of the angle we are focusing on.
T: (Demonstrate a quarter-turn.) Now, show a quarter-turn of the segment to the left. (Expect some
confusion.)
S: (Show.)
T: Make another quarter-turn of the segment to the left. What fraction of the circular region is white
now?
S: One-half.  Two-fourths.
Continue the same process until the 360° turn is complete.
T: (List the following fractions on the board.)

1
T: (Point to each fraction while speaking, pausing as students manipulate the turns.) Show turn,
4
2 3 4
turn, now a turn, a turn. Is the angle getting larger or smaller?
4 4 4
S: Larger!
T: How many fourth-turns did it take to make one full turn?
S: Four.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 76

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5

T: Now, I want to break up a turn into eight equal parts. Count eighths with me.

T: Will one eighth-turn be less than or greater than one fourth-turn?

S: Less than.
T: One fourth-turn is the same as two eighth-turns (point to the listed fractions). Show me what you
think would be a one eighth-turn.
Repeat the same process of pointing to each eighth, in order, as the students open the angle.
T: Did it take more fourth-turns or eighth-turns to move all the way around?
S: Eighths.
T: How many eighth-turns did it take to make a whole turn?
S: Eight!
1
T: How many turns would it take to make a whole turn?
100
S: 100.
1 1
T: Would turn be smaller or larger than turn?
360 100
S: Smaller.
1
T: We have a special name for of a whole turn. It is
360
called a degree! How many degrees are in one whole
turn?
S: 360°.
T: Yes!
T: Here is a tool that has been partitioned and marked off
to show 360°. It is called a protractor. The degree
measure of an angle is measured by a protractor. Take
a moment to analyze the protractor with your partner.
What do you notice?
S: It is shaped like a circle.  It is counting by tens,
starting at zero and going to the left.  Between each “TransportadorG” created by Dnu72 is licensed
ten are tick marks showing the ones.  It has 360°.  under CC BY-SA 4.0,
I see four right angles!  The four right angles have http://creativecommons.org/licenses/by-sa/4.0/
the numbers 0, 90, 180, and 270.
T: Run your finger across your protractor from zero to the center point where the bold
perpendicular lines cross. Let’s call that the zero line, or base line, of our protractor because it
will be the starting point from where we measure angles.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 77

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5

Problem 2: Use a circular protractor to determine that a quarter-turn or a right angle measures 90°, a
half-turn measures 180°, a three quarter-turn measures 270°, and a full rotation measures 360°.
T: Show me a quarter-turn with your circles. Keep the base
segment of your angle parallel to your desk.
T: Put the zero line, or base line, on top of the bottom segment
of your angle. Align the center point of the protractor with
the vertex of the angle to the best of your ability.
T: Adjust the circle’s angle to match your right angle template.
(Pause.) Remove the template and place the protractor to
measure that angle. What do you notice?
S: The quarter-turn matches the bold lines of the
protractor.  It’s 90°.  One fourth-turn is 90°.
 A right angle measures 90°. NOTES ON
T: Do a half-turn and see how many degrees your angle PROTRACTORS:
is?
Circular protractors come in many
S: 180°. different sizes and formats. Several
T: Turn another quarter- or fourth-turn. include not one but two numbered
S: 270°. scales. Since the lesson’s objective is to
understand a one-degree angle, it is
T: And one last quarter- or fourth-turn? recommended to use the template,
S: 360°.  0°. which only has one set of angle
T: What does your angle look like right now? measures moving counter-clockwise
counting by tens. Its simplicity may
S: It’s all white. help ground students’ initial
T: A zero-degree angle is when we have not turned at all. understanding so that when they
We have made one full turn of 360°. There are 360° in encounter a regular protractor in the
a full turn. next lesson, they will have internalized
the meaning of a degree and the
T: How many 90° angles, or right angles, are there in a full
measures of acute and obtuse angles.
turn?
S: Four right angles.
T: How do you know?
S: Because we made four quarter-turns and each one was 90°.  It is easy to see them because of the
bold perpendicular lines on the protractor.
T: Using your white circle, position your protractor with the zero or base line on top of the black
segment, matching up the center point of the circle with the center point of the protractor.
T: Estimate to make a point at 90°. Draw a line segment from the center point to that point.
What have you drawn?
S: A right angle.  A 90° angle.  Perpendicular lines.
T: Now, make a point at 45°. Draw a line segment from the center point to the point you just made.
What have you made?
S: A 45° angle.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 78

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5

T: Yes! What do you notice?

S: The 45° angle is half as big as the 90° angle. NOTES ON
 Two 45° angles are the same as one 90° angle. MULTIPLE MEANS
 2 × 45 = 90. OF ACTION AND
EXPRESSION:
Problem 3: Measure and draw benchmark angles with the
protractor. Ease the task of drawing benchmark
angles for students with the following
T: Now, let’s work to measure and draw benchmark suggestions:
angles using your circles and protractors.  Provide larger paper circles of
T: We have already started Set A using your white circle. thicker cardstock that may be easier
Continue turning your circle, aligning the zero or base to manipulate.
line with each last segment drawn. Be sure to keep  Provide circles with pre-drawn
your protractor’s center point on the center point of markings.
the circle. Draw new 45° angles until you have made a  Provide the complete list of
whole turn. Let me demonstrate. (Demonstrate benchmark angles, liberating
silently.) students to focus on reading and
drawing angles with a protractor.
T: Draw Set B on your red circle just as you did for Set A,
but this time, draw 30° angles. This full turn will be
made of 30° angles. Draw 30° angles until you have
made a whole turn.
Set A Set B
45° angles 30° angles

T: Place the center point of the protractor on the shared endpoints of the segments on your white
circle. Align the zero line with the black segment. What are the measurements of the angles you
have drawn?
S: 0°, 45°, 90°, 135°, 180°, etc.
T: Trace each angle separately with your finger, moving from the smallest to largest angles.
Repeat the process with the sequence of 30° angles.
T: All of these are benchmark angles. Let’s use our Problem Set to further explore them.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 79

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set. Some students might be allowed to
complete the drawing of the benchmark angles, while
others start on the Problem Set. Take 10 minutes for the
Problem Set, as always, with the understanding that the
variation in work completed may differ considerably.

Student Debrief (10 minutes)

Lesson Objective: Use a circular protractor to understand

1
a 1-degree angle as 360 of a turn. Explore benchmark
angles using the protractor.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
Any combination of the questions below may be used to
lead the discussion.
 When you listed the benchmark angles, did you
notice any numerical patterns?
 You listed some measures of acute and obtuse
angles. What would be some measurements of
other acute angles? Obtuse angles?
 A full turn is 360°. What could you do to find the
degree measure of an angle that takes 10 turns
to make a whole turn?
 How did you respond to the final question?
 If you were to draw a tape diagram to represent
one whole turn and the benchmark angles of Set
A, what would you do? Set B?

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 80

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5

 Shade in the region of a 45° angle on your white circle. What fraction
of the whole turn is that? Do the same for your 30° angle. What if you
shaded in a region defined by a 120° angle on your red circle? What
fraction of the whole circle is that?
 Use your protractor to explain to your partner what a degree is.
 Use your protractor to trace some benchmark angles.
 If you didn’t have a protractor, how could you construct one?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 81

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set

Name Date

1. Make a list of the measures of the benchmark angles you drew, starting with Set A.
Round each angle measure to the nearest 5°. Both sets have been started for you.

a. Set A: 45°, 90°,

b. Set B: 30°, 60°,

2. Circle any angle measures that appear on both lists. What do you notice about them?

3. List the angle measures from Problem 1 that are acute. Trace each angle with your finger as you say its
measurement.

4. List the angle measures from Problem 1 that are obtuse. Trace each angle with your finger as you say its
measurement.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 82

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set

1 2
5. We found out today that 1° is of a whole turn. It is 1 out of 360°. That means a 2° angle is of a
360 360
whole turn. What fraction of a whole turn is each of the benchmark angles you listed in Problem 1?

6. How many 45° angles does it take to make a full turn?

7. How many 30° angles does it take to make a full turn?

8. If you didn’t have a protractor, how could you reconstruct a quarter of it from 0° to 90°?

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 83

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Exit Ticket

Name Date

1. How many right angles make a full turn?

2. What is the measurement of a right angle?

3. What fraction of a full turn is 1°?

4. Name at least four benchmark angle measurements.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 84

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 4

Name Date

1. Identify the measures of the following angles.

a. b.

c. d.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 85

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 4

2. If you didn’t have a protractor, how could you construct one? Use words, pictures, or numbers to explain
in the space below.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 86

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Template 4

circular protractor

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a
turn. Explore benchmark angles using the protractor.
360 87

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