This hands-on activity is a great way for your students to discover attributes of angles and their relationship to triangles, quadrilaterals, and pentagons.
How can I use this product?
The math center encourages exploration, patterns, and discovery. The final worksheets are a great addition to a math portfolio or math journal.
What is included?
The PDF file contains:
7 pages of step by step instructions (either printed for a math center or for you as a whole class activity)
1 answer key
2 student examples
Other materials needed for each student: scissors, three different colored pieces of construction (1/2 size will do), glue, ruler
What are teachers saying?
"What a creative way for students to discover this concept! Thank you for your work! ***Follow this seller!***" - Rebecca Long
Is this available in a bundle as well?
Not at this time.
Do you have other products that are related?
Please check out my other geometry activities!
How do I connect with Evil Math Wizard?
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Other questions or requests?
If you have any requests or questions, please contact me through the "Product Q & A " tab below or email me at Deirdre@evilmathwizard.com
What standards are addressed?
Common Core Standards:
This activity encourages angle exploration as well as discovering patterns.
4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement
4.G.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
5.G.3 Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.4. Classify two-dimensional figures in a hierarchy based on properties.
5.0A.3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.