# Lesson video

In progress...

It's Mr. Etherton here.

And welcome back to another week of exciting maths learning.

Today is our first lesson of week four and we're starting our brand new topics.

So our first lesson on the unit angles and shape and today our learning outcome is to be able to identify and recognise angles as a property of a shape.

So, as always, we need to be prepared for our learning.

So in this lesson we will start to understand what the word angle means.

We'll begin to identify angles within objects and shapes.

Before we start to compare the size of angles.

Let's have a look at what equipment we need.

So today you will need a pencil, a piece of paper, or an exercise book to do your working out.

And then today I would also like us to have an angle detector.

You might not have the equipment you need to be able to complete this in your house.

So, don't worry.

'Cause I'm going to make one, but to make an angle detector you need two strips of card like this and you need a split pin as well.

And we're going to Fasten those together.

So we put the two strips of paper on top of each other and then near the bottom I'm going to push through my split pin and it's going to make a little angle detector.

I will explain this a little bit later so that you know what you need to do.

Fantastic.

A very quick warm-up for us today.

What I would like you to do on a piece of paper is I would like you to write down the names of these 2-D shapes.

So we've got shapes A, B, C, D, and E.

Can you name those shapes? Give yourselves one minute.

Pause the video, go! Fantastic.

Year three.

Let's have a look through some of our answers.

So, shape A had three sides.

So you should have written A was a triangle.

Tri meaning three.

Shape B has five sides, it is a Pentagon.

C has six sides.

It is a hexagon and D has seven sides.

Making it a heptagon, very similar.

We can remember hexagon has the X as in six and heptagon has seven sides.

And then finally we can count the number of sides.

E has eight sides making get an octagon.

Oct meaning eight, a bit like an octopus with eight legs.

Do you notice anything special about all of the shapes? Fantastic, if you thought maybe that they were all 2-D, flat shapes, fantastic.

You might have said that all these shapes have straight edges, fantastic.

Because today's learning we're going to be building towards looking at these shapes to try and find something special about them.

To name these shapes.

I looked at how many sides they all had, but they were different ways we can start to describe shapes as well.

So let's explore this further.

Today here are some of our key words.

So my turn, your turn, repeat after me.

Angle, property, turn, greater, greatest, small, smallest.

Thank you to everyone who joined in.

Let's have a quick look at what some of these words mean.

So, greater and greatest.

We're going to be using those words to do some comparing and small and smallest again help with our comparing.

A property of a shape.

That is something that helps describe either a 2-D or 3-D shape so that we can name it.

So we just said that the number of sides is a property but today we're going to be looking at a new property of a shape called an angle.

Angles are linked to turns as well.

So when we move around a shape and we turn, that is also looking at an angle.

So, let's have a look at what today's learning involves.

So, the word angle is at the very top.

Repeat after me angle.

I'm going to give you some thinking time now.

When have you heard or used this word? Have you heard or use this word when describing shapes? Or have you heard or used this word when describing terms? Have a thing? Can you pause the video and tell an adult or a person in the room what do you know about this word? Okay.

So today we're going to be exploring what an angle actually is.

So, if you look at your screen now you might be able to see three different pictures.

And to you or to somebody else, these pictures might just look like two lines.

But what to all of these lines have in common? Well done if you said that the two lines joined together to make a point, because I can see that they do.

Also these two lines are straight as well.

And when two lines meet or join together they create an angle.

This shows us that the direction of the lines or turning.

So here, my line goes down.

And when it joins the other line, we make the turn.

And where this corner is, it has created an angle and to be able to identify or find angles we look at the space between each of our lines and that is our angle.

So the space between our two lines creates an angle.

So, we're going to have a look at this a little bit more and try and find some different objects in our house that have angles.

On the screen you can see a picture of a table.

In this table, there are lots of different angles.

And I've tried to represent these using my blue lines.

There, my lines that go in together.

And then the red part, the space in between is starting to represent my angle.

So, on the legs of the table and the top bit we can see that the two lines meet together.

So they turn, and the space in between has created an angle.

And at the top as well, my two blue lines have joined together.

And in the corner of the space between has created an angle.

There are a few different examples that you might be able to find around your house.

I've got a few here to help me.

And I'm going to show you how to use my right angle detector, to be able to find.

An angle detector to be able to find out where our angles are.

So with my angle detector, both of these pieces of card represent the lines of an object.

And these pieces of card need to be matched up with the edges or the lines on that object.

So, here I have a picture frame.

And I can see here two lines that join in a corner.

So with my angle detector, I'm going to place it in the corner to make sure that I've got the correct angle.

And if I take away my object, here, the space between the two lines is my angle.

So I know that my picture frame makes this angle.

You might not have your angle detector but what you might be able to do is have a look around your room and you might be able to find objects and you might be able to run your finger along the two lines, point to the corner and then show the space in between where that angle has been created.

So, I want you to get up out of your seat have a walk around your house, have a walk around the room.

And can you find any angles and write them down? So pause the video to complete this activity.

Thank you year three, let's have a look at a few examples that you might have found.

So, if you were working on a laptop, we might have seen that the edges of the screen, the blue lines here where my two lines, they joined together.

They make a corner and it's created at angle the space in between.

If you had a door in your room, you again might've found the edge of the doors, okay? The top and the side where those two lines meet and create the corner.

The space in between is my angle.

A clock depending on what time it is, you could have looked at the hands on the clock, the two blue hands, and again, we've created a corner and the space in between is my angle.

And maybe if you're in your lounge, your living room you might have looked at the windows and here we can see that the two lines join together to make the corner.

And the angle is the space between.

Lots of objects need to make sure that they have angles to help make that turn and to be able to be built correctly.

So when two lines meet, they create an angle.

So, let's explore this a little further.

Have a look at the lines on the screen.

Do you think they make angles? Can you shout yes or no at your screen now.

Fantastic, I could hear lots and lots of nos.

And if you said no, you are correct.

But why did these lines not create angles? Well that's because they don't join.

If a pair of lines don't join together they can't make angles.

Let's check shall we? You can double check with me.

So, here, do our lines join? Yes or no.

Well done if you said no, because they're not touching.

So they haven't created an angle.

What about here? Yes or no? Well done if you said no again.

These lines are running next to each other, so do not meet.

So they do not create angles.

Finally, do you think an angle has been created in the third picture, yes or no? Well done if you said no again, because none of my lines are touching, so they cannot create an angle.

So, let's explore this a little bit further with a task for you to complete.

So, with your piece of paper or your exercise book what I would like you to do is write A, all the way to G to show and represent the different pictures.

For each picture, A, B, C, D E F, and G.

I want you to either put a little tick next to it if you think it does have an angle or I want you to put a cross next to that letter if you don't think it creates an angle.

So, pause the video to complete this activity now.

Okay year three.

Hopefully we've managed to go through that.

Let's see what answers we got and whether you got them correct.

So let's look at A.

I can see that the two lines joined together to make a corner and the space in between it does create an angle.

B, again we've got our two lines.

They join together to make a corner.

And the space in between represents an angle.

Fantastic, C what do you think? Can you shout yes or no, to tell me if they do have angles or not.

Fantastic, if you said no why? Shout it out.

Brilliant, the lines do not touch so they do not create an angle.

D shall we check? The two lines do not touch so they don't form an angle.

E, brilliant if you said yes, because the two lines do meet and this one's slightly different because the point of the corner isn't as obvious but we do have angles.

We actually have two angles being formed inside these lines.

So well done if you said yes, F, yes or no? Well done if you said yes the two lines joined together to make and form an angle.

And finally, G, brilliant it was no, they don't form angles because they do not join together.

Well done.

So let's have a look at comparing some of our angles now.

On the screen, I have two shapes.

I have a rectangle and a triangle.

Before we think about actually comparing them, you might be thinking, how do I represent? How do I show angles in shapes? So here you can see that I have used blue lines to represent the two lines that join together.

When we represent an angle in a shape we either draw a semicircle depending on what type of angle it is or we square it off to show the space in between, depending on what type of angle it is.

You are going to be exploring different types of angles later in the week to decide which way we're going to represent it.

But what we need to do is draw either square it off or do a semicircle in the space between those two lines.

That's how we represent angles.

So, have a look at the rectangle and triangle on your screen which angle is greater, and which is smaller? Can you shout out the shape name that you think has the greater angle? Okay, I heard some different answers there.

So let's explore this one together.

I have also got some triangles and rectangles here and we are going to explore using my angle detector to try and compare the angles.

So, if I get my angle detector and I start to compare each of the angles so just like we did earlier, with my rectangle I'm going to put the rectangle, in the corner and match up my angle detector.

So I can see that this is the angle created in my rectangle.

If I put the triangle now in the same space.

Watch how my angle detector moves.

If I move it away, I can see that it is moved and it has got a bit smaller.

The closer together our angle detector is, the smaller the angle has become.

So, that was the angle for a rectangle.

And this was the angle for our triangle.

So if we go back to the pictures on the screen I can see here that the space between the two lines is much bigger than the space between the two lines on the triangle.

Because on my triangle, I can see that this line is leaning forward slightly.

Whereas on my rectangle this line is standing nice and tall.

So, can you identify which angles are greater and which angles are smaller? On your screen now you have three different pictures.

I have a pizza, I have B, which is two lines and I have C.

And I have represented those angles for you using my red pen.

But can you put these in order from the smallest angle, to the greatest angle.

You might want to do this on your piece of paper.

So to draw a line across, and can you put A, B and C from smallest to greatest? So pause the video now to complete this activity.

Thank you year three.

Let's have a look through some of our answers.

So, hopefully you managed to represent this on your piece of paper or your exercise book in some way, but let's have a look at our smallest angle first.

So.

if I look here at my pizza, I can see the two blue lines, create the corner and if I have a look I can see it's fairly small.

It's a bit like the rectangle angle that we had.

It may be a bit smaller.

So if I compare this to B, I can see that the angle in B is much greater.

We've got more of an open space here.

And if I compare to C although those two lines are very narrow together and the space in between is very small.

So, I think I can.

I'm looking between A and C, I think is my smallest angle 'cause the space between those two lines is the smallest.

Then if I compare A and B I can see that B is much more open.

There's more space between those lines.

So A was next, and my greatest angle with the most open space was B.

Well done if you put C, is less than A, is less than B, great job.

Okay.

Now it's time for you to do some exploring of your own.

So you're now going to complete your main independent activity.

So, when you are ready with your equipment can you pause the video now to complete that and play again to go back through the answers.

Okay, welcome back year three.

Let's have a look through some of our answers.

So, your job was to sort the pictures into the correct column, based on whether the pairs of lines form an angle and an example of A had been done for you.

So in this column, hopefully we've drawn this table into our books.

We should have had lines that do form an angle.

And in this column lines that don't form an angle.

So A started off, it doesn't form an angle because the lines don't touch.

Let's have a look.

B, can you shout out do or don't to go through the answers.

So, B, well done.

It does form an angle because the lines join C, well done.

They do create an angle because the lines join and have that space.

D, well done, they don't form an angle.

E, amazing, they don't join.

They don't form an angle.

F, they do form an angle.

The two lines join together.

G Fantastic.

It doesn't form an angle.

H, brilliant.

Well done, if you said it doesn't form an angle because the lines don't join.

And finally, I, brilliant.

It does form an angle the same as our rectangle angle from earlier.

Part 2, so can you compare the size of these angles using our symbols greater, less than, or is equal to.

So let's have a look.

So A, well done if you said it is more than, we can see that there's more space between these two lines than the other picture.

B was more than as well.

Again, these two lines are more open.

There was more of a turn to create the space in between them.

C.

well done if you said is less than, we can see that the space between the first picture is less than the turn that the lines take on the next picture.

And then looking at our shapes now.

D, well done if you said it is less than, the angle on the triangle is a lot smaller.

The space between compared to on our Pentagon.

E, fantastic if you said less than.

Again the space between the lines on the hexagon the turn those lines take is greater, and F, well done if you said is equal to.

Both of those angles are the same size.

What I would like you to do now is complete your final knowledge quiz to prove what you've learned in today's lesson.

So, pause the video to complete this now.

Fantastic.

And then the final thing to say is goodbye from me.

Thank you for your amazing work today, year three you should now be able to understand what an angle is.

So when two lines join together, they form a corner and it's the space in between that tells us the different size of that angle.

So I'll see you back here tomorrow for more maths learning.

Good bye!.