![]() ![]() ![]() To make it a competition, keep track of which group identifies the most angles and words correctly.Continue the activity until all the groups have gone.For instance, the word “SUB” would look like this and would be labeled “obtuse, right, right.”.The students who are not presenting will guess the word, using the alphabet key, and also label whether each participant is modeling an acute angle, obtuse angle, right angle, or line. One at a time, the groups will go up and present their word.After 5 minutes of practicing, call all the students back together.The students will then practice lining up, with each student representing a different letter.Sub, sea, wave, ahoy, boat, ship, fish, tide, swim, sail,.Examples of short, submarine related words are:.For younger students, give them the alphabet sheet and tell them what word their group will be spelling. For older students, give them the sheet of the semaphore alphabet and have them choose their own word.Break the students into groups, and tell them that each group must spell out a word, with each student being a different letter.Their arms can be in any position, so long as the angle is correct, so you might get different versions of each kind of angle.Begin by asking the students to make a right angle with their arms, then an acute angle, than an obtuse angle, then a straight line.Have the students stand up in a row in front of you.Explain that we are going to practice making different kinds of angels using the semaphore alphabet!.Show them the chart of the different semaphore letters.Explain that ships used to use flags held at different angles to communicate.Answers could include the hands of a clock, the corner of a television, etc.Once the students have labeled all the angles, ask them to think about where they see angles in everyday life.Repeat with acute and obtuse angles and a line. ![]() Show the students a right angle (you could draw one on a white board or piece of paper hold up two of the straws that will be used later in the lesson) and ask them if anyone knows what this kind of angle would be called.Identify these in two-dimensional figures 4.G: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.How do events or global issues affect interactions between countries?.How can we manage science and technology to provide the greatest benefit?.Theme G: Science, Technology, and Society.Identify these in two-dimensional figures. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.4.G: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.Classify shaped by their sides and angles (right angles/non-right angles).3.G: Reason with shapes and their attributes.Includes developments in science, technology, and mathematics.Guiding Principle 5: an effective history and social science curriculum integrates knowledge from many fields of study.4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. ![]()
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