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Students identify the angle of different objects and movements.

Students identify the angle of different objects and movements.

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

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 complete a table about angle properties of four geometrical shapes.

Students identify shapes that have one or more right angles.

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.

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 use their knowledge of the sum of the interior angles of polygons to work out unknown angles for a variety of 2-dimensional shapes.

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

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.

This task requires students to calculate the size of angles using their knowledge of angles and parallel lines: alternate angles, corresponding angles and co-interior angles. Understanding of adjacent angles on a straight line is also required.

Students identify the types of angles made by known landmarks.

Students identify triangles that have a right angle and an angle greater than a right angle.

Students identify some interior right angled triangles in a 2-dimensional drawing of a cube.

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

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 use their knowledge of the interior angles of regular polygons, isosceles triangles, and parallelograms to work out unknown angles for a variety of 2-dimensional shapes.

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.

This task requires students to construct a right-angled isosceles triangle, leaving in all construction lines.