RIC-20153 ACM Measurement and Geometry (Yr 3) Geometric reasoning
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Sub-str<strong>and</strong>: <strong>Geometric</strong> <strong>reasoning</strong>—GR – 1<br />
LINKS TO OTHER CUR<strong>RIC</strong>ULUM AREAS<br />
English<br />
• Make vocabulary cards with drawings <strong>and</strong> definitions for new words associated with angles. For example, ‘right angle’,<br />
‘straight angle’ <strong>and</strong> ‘full turn’. Each of the cards could also make mention of degrees of turn; e.g. 90°, 180° <strong>and</strong> 360°.<br />
Information <strong>and</strong> Communication Technology<br />
• A website that asks students to decide whether the angles shown are greater than a right angle, exactly a right angle<br />
or less than a right angle can be found at .<br />
The explanation when an incorrect answer is entered is very good.<br />
Health <strong>and</strong> Physical Education<br />
• Students make angles using their arms, as described earlier. The teacher, or a student, could make an angle with his or<br />
her arms that the other students copy <strong>and</strong> describe. The person out the front could call out a type of angle for the other<br />
students to make with their arms.<br />
©R.I.C. Publications<br />
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76 Australian Curriculum Mathematics resource book: <strong>Measurement</strong> <strong>and</strong> <strong>Geometry</strong> (Year 3) R.I.C. Publications ® www.ricpublications.com.au
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