Angles resources

Students select the best word from a list of geometric terms to fill in the gaps on a set of maths notes about lines and angles.

Using the context of carpark lines, students are required to apply their knowledge of angles on parallel lines to calculate unknown angles and identify a non-parallel line from a selection of lines.

Students are required to identify right angles in a series of diagrams, using their knowledge of angle properties relating to circles and tangents.

Students use the angle properties of parallel lines to work out angles in a grid of parallel streets with one angle given.

Students identify the types of angles made by known landmarks.

Students identify the time on a clock face when given the angle that the hands make and the position of the minute hand.

Students use the angle between a tangent and a radius property and the base angles in an isosceles triangle property to find an unknown angle and to explain why line segments are of equal size.

Students use the angle-in-a-semicircle property, and the sum of the angles in a triangle to find unknown angles.

Students use their knowledge of the angle between a tangent and radius property and the sum of the angles in a quadrilateral to work out unknown angles in a diagram and explain their workings.

Students identify the angle of different objects and movements.

Students identify the angle of different objects and movements.

Students use their knowledge of angle properties of parallel lines and angles on a straight line to identify similar angles and to calculate the sum of three angles giving appropriate explanations.

Using a diagram of a regular hexagon, students calculate its interior and exterior angles.

Students calculate the interior and exterior angles of a regular octagon and explain their calculations.

Students identify shapes that have one or more right angles.

Students select the correct name for angle diagrams (e.g. obtuse etc.) and write the names of three angles identified in a shape.

In this practical task, students work in small groups to present a dance based on geometric concepts.

Students use their knowledge of angle properties to identify missing angles identified on a street map.

Students complete a chart showing original shapes, rotation instructions, and the shapes after rotation.

Students draw diagrams to demonstrate their understanding of three angle properties: angles at a point, adjacent angles on a straight line and vertically opposite angles.

Students use their knowledge of vertically opposite angles, adjacent angles on a straight line, and angles at a point to identify unknown angles in everyday shapes.

Students calculate the size of marked angles using their knowledge of angle properties: the angle between a tangent and a radius, the sum of angles in a triangle and the sum of angles in a quadrilateral.

Students identify the angle of different objects and movements.

For this NEMP task students use a protractor to measure how many degrees two boats turn as they change course.

Students use a protractor to find given angles and draw angles of given degrees.