4.7

4.7 is a knowledge and skills statement. These are the student expectations under it.

• 4.7.A

  illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures...

• 4.7.B

  illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center ...

• 4.7.C

  determine the approximate measures of angles in degrees to the nearest whole number using a protractor

• 4.7.D

  draw an angle with a given measure

• 4.7.E

  determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures

01

What Students Need to Do

Students connect an angle to a portion of a circle and use degrees to describe its size. They estimate, measure, and draw angles with a protractor. They use addition and subtraction to find missing measures in adjacent angles.

02

What Mastery Looks Like

Students estimate and measure angles to the nearest degree by aligning a protractor correctly and choosing the correct scale. They draw an angle with a given measure. They add adjacent angle measures and subtract from a known total to find a missing measure.

03

Common Misconceptions

Students may think longer rays make a larger angle. They may misalign the protractor or read the wrong number scale. They may assume adjacent angles are always equal or subtract in the wrong order.

04

How to Assess It

Exit ticket: draw a 65° angle, measure a printed angle, and find the missing angle when adjacent angles total 130° and one measures 48°. Ask students to show each calculation.

1. 01

   Fold paper circles into equal sectors, shade selected sectors, and label each wedge and combined angle in degrees.

2. 02

   Have students explain, with sketches, why changing ray length does not change angle measure.

3. 03

   Play Protractor Match: students pair angle cards with estimate cards, then measure each angle to verify the nearest degree.

4. 04

   Photograph intersecting street lines or roof slopes, then estimate, measure, and find missing adjacent angles in the image.

• 6.10

  The student applies mathematical process standards to use equations and inequalities to solve problems

• 8.7

  The student applies mathematical process standards to use geometry to solve problems

• 7.9

  The student applies mathematical process standards to solve geometric problems

• 6.8

  The student applies mathematical process standards to use geometry to represent relationships and solve problems