Download 8. Individual Assignment: Geometry Manipulative • Prepare an

8. Individual Assignment: Geometry Manipulative • Prepare an activity involving a geometric manipulative designed to teach a geometric
concept to an elementary school student. You can create your own activity or modify an existing activity; if you are modifying an existing
activity, however, ensure your sources are properly cited. • Create a handout including the following information: o A detailed description of your
activity, which must include the application of the characteristics and properties of the chosen geometric shape. o Instructions for conducting the
activity o Materials needed o National Council of Teacher of Mathematics standards addressed .
Objective:To make the students, understand what is an angle, types of angles how to measure an angle and how to read an angle.
Materials needed: Two rectangular shaped card board pieces, a nut/bolt, protractor
Activity: Prepare a structure as shown in the figure.
We can fix one arm and move the other explaining that an angle is formed between the arms. An angle
formed increases in magnitude when we rotate one arm(anticlockwise) keeping the other arm fixed.
We can show how to measure the angle using protractor.
When the measure of angle is less than 90 degrees, it is called as acute angle.
When the measure of angle is exactly 90 degrees, it is called right angle.
When the measure of angle is between 90 degrees and 180 degrees, it is called obtuse angle.
When the measure of angle is exactly 180 degrees, it is called straight angle.
When the measure of angle is above 180 degrees(less than 360 degrees or one full rotation) , it is called
reflex angle.
Students will be able to observe the different positions of the rotating arm and will be able to tell, what
kind of angle it is.
The teacher can extend the idea to
1)angle 360 degrees and above after completing one full rotation.
2) The clockwise rotation of the moving arm leads to negative angles(by convention).
The difficulties that students usually face with are:
1)Reading the angle starting from 0. They ofter read 80 degrees as 110 degrees and vice versa.
2) Identifying the angle position, in statements like ∟ABC = 600. They often get confused about where
the angle is? At point A, point B or point C. This should be rectified by practice problems.