Year 5 - Maths
Review understanding of angles as a measure of turn
Angles: compare, name, estimate and measure angles
Study Hub
Study Guides
This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit pupils will compare the size of angles where there is a clear visual difference and use the terms acute, obtuse and reflex when describing the size of angles or amount of rotation with relation to right angles using a unit called degrees.
Lesson Summary
You will learn to recall understanding of angles as a measure of turn.
Key Notes
- An angle is a measurement of turn
- It doesn't matter how long the lines are, the amount of turn forms the angle
- The point or angle is where the two lines meet
Vocabulary To Learn
- Angle: An angle is a measure of turn. It shows how far something has rotated. It is often displayed as the rotation between two line segments.
- Rotate: Rotate means to turn around a fixed point. It is an action or movement.
- Clockwise: Clockwise is the direction that the hands of an analogue clock travel.
- Anticlockwise: Anticlockwise is the opposite direction to which the hands of an analogue clock travel.
Common Mistakes To Avoid
- Pupils understand angles as static, created where two immovable lines meet. Pupils also believe angles are only created by two lines that are completely straight.
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
An angle is a measurement of turn. It doesn't matter how long the lines are, the amount of turn forms the angle.
2. Use this key word in a maths sentence and explain it clearly. 'Angle'
An angle is a measure of turn. It shows how far something has rotated. It is often displayed as the rotation between two line segments. Use this word when showing your method, then check your final answer is reasonable.
3. Spot and fix this common maths mistake.
Mistake: Pupils understand angles as static, created where two immovable lines meet. Pupils also believe angles are only created by two lines that are completely straight. Correction: Provide opportunities for pupils to use angle strips in order to create their own angles, manipulating either arm of the angle strip to create the angle. Ensure pupils are provided with examples where angles are formed by partially straight lines.
More Lessons In This Unit
- Angles in quadrilaterals Study Guide
- Angles in triangles Study Guide
- Describe rotations using the standard unit of degrees when compared to a right angle Study Guide
- Describe static angles using the standard unit of degrees when compared to a right angle Study Guide
- Draw angles accurately using a protractor Study Guide
- Estimate acute and obtuse angles using the standard unit of degrees Study Guide
- Know that the angles at a point sum to 360 degrees and use this to solve problems Study Guide
- Know that the angles in a full turn sum to 360 degrees and use this to solve problems Study Guide
- Know that the angles on a straight line sum to 180 degrees and use this to solve problems Study Guide
- Measure the size of angles accurately using a protractor Study Guide
- Reasoning about angles in polygons Study Guide
- Review understanding and identification of right angles Study Guide
- Use the terms acute, obtuse and reflex when comparing angles to a right angle Study Guide
- Use the unit of degrees as a standard unit to measure angles Study Guide
Browse all guides in the Year 5 Maths guide library.