Protractor Practice - Supplementary & Complementary Angles - Crack the Code

Rated 4.94 out of 5, based on 33 reviews

4.9 (33 ratings)

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Desktop Learning Adventures

1.7k Followers

Grade Levels

4th - 7th, Homeschool

Subjects

Geometry, Measurement, Math Test Prep

Resource Type

Activities, Printables, Centers

Standards

CCSS4.MD.C.5a

CCSS4.MD.C.5b

CCSS4.MD.C.6

CCSSMP1

CCSSMP2

Formats Included

Pages

11 pages

$4.00

Wish List

$4.00

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Description

Standards

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Description

Protractor Practice: Extend Your Thinking - Crack the Code includes TWO fun activities, loaded with mental math and problem solving opportunities beyond the usual reading of the protractor starting with 0º. These puzzles include extensions for supplementary and complementary angles, as well as a separate angle search extension. Includes answer keys.

Please Note: These activities are designed to give students practice reading angles, not measuring them with real protractors. They need to use the protractor provided, and devise a way to extend the rays that do not touch that protractor. The problem solving has them adding and subtracting to find the measurements, using what they know about acute and obtuse angles.

Each Protractor Practice activity has several rays all starting in the same place, which muddies the point of origin, leading to inaccurate measurements, if students try to use a real protractor.

Ways to use Crack the Code puzzles~

Centers
Go-to Activities
Fun Class Challenge
Small Group Challenges
Paired Work (Buddy up!)
Test Prep
Homework
Sub Days
RTI

Quotes:

“If we did all the things we are capable of, we would literally astound ourselves.” Thomas A. Edison (supplementary angles extension)

“To be yourself in a world that is constantly trying to change you is the greatest accomplishment.” Ralph Waldo Emerson (complementary angles extension)

Be sure to download the preview to see exactly what's included.

Click HERE for additional Crack the Code puzzles.

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Total Pages

11 pages

Answer Key

Included

Teaching Duration

N/A

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Standards

to see state-specific standards (only available in the US).

CCSS4.MD.C.5a

An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.

CCSS4.MD.C.5b

An angle that turns through 𝘯 one-degree angles is said to have an angle measure of 𝘯 degrees.

CCSS4.MD.C.6

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

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