2022 5-GM-3-1 (redirected from UPDATED 5-GM-3-1)

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5.GM.3.1

5.GM.3.1 Measure and compare angles according to size using various tools.

In a Nutshell

In this objective students will use a chosen form of measurement including estimation to measure and compare angles. The goal is for students to connect this knowledge to the real world.

Student Actions	Teacher Actions
Develop a productive mathematical disposition by measuring with a protractor and compass to the point they can estimate the angle measurement upon sight. Develop accurate and appropriate procedural fluency by demonstrating the correct way to read a protractor and compass Develop accurate and appropriate procedural fluency when comparing the size of different angles and using the correct terminology when describing the angles.	Use and connect mathematical representations with angles in the real world; examples could include paper corners, open scissors, open doorways, etc. Facilitate meaningful mathematical discourse by allowing students to figure out reasonable measurements and how to use a protractor and compass. Elicit and use evidence of student thinking to compare different angles. They must have a good foundation of estimation and vocabulary to be able to compare.
Key Understandings	Misconceptions
Define and classify acute, obtuse, and right angles. Compare angles according to their size. Know that a protractor and a compass are tools used to measure angles. Correctly use a protractor and compass. Read a protractor to the nearest degree. Estimate angle measurements and classify them through estimation.	Students may think it is not important how they place the protractor and compass before measuring an angle. Students tend to think angle size is dependent on the length of the rays. Students tend to think the terms obtuse and acute are interchangeable. Measure from the wrong side of the protractor. Start measuring at a number other than zero. Fail to interpret interval marks appropriately. Think orientation matters.
Knowledge Connections
Prior Knowledge	Leads to
Measure angles in geometric figures and real-world objects with a protractor or angle ruler. (4.GM.2.1)	Solve problems using the relationships between the angles (vertical, complementary, and supplementary) formed by intersecting lines. (6.GM.3.1)
Sample Assessment Items
The Oklahoma State Department of Education is releasing sample assessment items to illustrate how state assessments might be designed to measure specific learning standards/objectives. These examples are intended to provide teachers and students with a clearer understanding of how the state assesses Oklahoma's academic standards and their objectives. It is important to note that these sample items are not intended to be used for diagnostic or predictive purposes. Ways to incorporate the items. 5.GM.3.1 Compare