# Math and Art Collide - Using Protractors

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## Objective

SWBAT use a protractor to measure angles to the nearest degree.

#### Big Idea

In this creative lesson art and math collide. Students add to a previously completed art project in order to measure angles using a protractor.

## Application

40 minutes

I designed this lesson with the intent on providing my students many opportunities to measure angles.  In a previous lesson,  students created an art piece.  I kept these art pieces, knowing they would serve as an excellent way for students to practice measuring angles with a protractor.

I direct students to measure as many angles as they can in the time limit. (Many of my students finished in this time period) They should write the angle measurement inside the angle when measuring.  As students work, I circulate around the room and help as needed.

It is important that I am roaming the room and checking in with students about how they are using the protractor to ensure correct use.  Many students still want to use the angle rays as a pointer on the protractor.  I make sure students understand that when measuring an angle, they are finding the measurement of the space inside two rays.   I want my students to be precise and accurate, therefore I must circulate the room and assist as often as necessary in order to ensure the correct use of the protractor as a measuring tool.

Listen in as this student realizes he made an error first, but discovered what he had done wrong.

Students also color in a portion of their angle, adding to their overall art piece. Watch and listen in as this student explains how she is using a protractor.

In these two photos you can see two different finished pieces. You can see the angles measured and colored in.

## Wrap Up

10 minutes

For this lesson's conclusion, I direct students attention to this interactive protractor - protractor

I ask a student volunteer to come use the protractor and tell the class how he or she uses the protractor. I also display some angles, and measure them incorrectly. I call this True or False and students must either prove that my measurement is correct, or prove that I am incorrect. This is another way I help my students communicate about mathematics, make conjectures, and deepen their understanding about a concept.