options: Describe and compare measurable attributes.

Relate addition and subtraction to length.

Measure lengths indirectly and by iterating length units.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Classify objects and count the number of objects in each category.

Tell and write time.

Measure and estimate lengths in standard units.

Work with time and money.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Geometric measurement: understand concepts of angle and measure angles.

Convert like measurement units within a given measurement system.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Represent and interpret data.
problem_activity: Narrative
In this activity, students identify and sketch angles in their environment—in the text, graphics, and shapes in their physical surroundings—and reinforce the idea of an angle as a figure made up of two rays that share an endpoint.
In future lessons, students will look more closely at the properties of angles and consider how they can be measured and whether the length of the segments that form them impacts the size of the angles.
Required Materials
Materials to Gather
Rulers or straightedges
Launch
Groups of 2
Give each student a ruler or a straightedge.
Activity
5 minutes: independent work time
2 minutes: partner discussion
Student Facing
Here are two figures.
[IMG]
Find 2–3 angles in each figure. Draw pairs of rays to show the angles.
Sketch a part of your classroom that has 2–3 angles. Draw pairs of rays to show the angles.
Student Response
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Advancing Student Thinking
Students may say they have identified an angle because they have found a vertex. Ask these students to explain what they mean and to describe the angle they see. Consider asking:
“How do you see the rays that share this vertex? Can you draw them?”
“Could more than one angle share a vertex? How could you use figure A from the previous activity to explain?”
Activity Synthesis
“How did you find the angles?” (We looked for intersections of segments. When the segments meet or cross, angles are formed.)
“Where is the vertex of each angle you found?”


correct_option_index: 11