Protractor Practice - Now Try This - Crack the Code Math Activities

Rated 5 out of 5, based on 73 reviews

5.0 (73 ratings)

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Desktop Learning Adventures

1.7k Followers

Grade Levels

4th - 6th, Homeschool

Subjects

Geometry, Measurement, Math Test Prep

Resource Type

Activities, Printables, Centers

Standards

CCSS4.MD.C.5

CCSS4.MD.C.6

CCSSMP1

CCSSMP5

Formats Included

Pages

12 pages

$3.25

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$3.25

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What educators are saying

Protractor reading practice can be hard to implement on a math menu for independent work in an engaging way. My students loved this activity and were engaged.

— Rachel M.

Rated 5 out of 5

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Description

Standards

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Reviews

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Q&A

More fromDesktop Learning Adventures

Description

Protractor Practice Now Try This! Crack the Code includes TWO fun activities, loaded with mental math and problem solving opportunities beyond the usual reading of the protractor starting with 0º. These puzzles include linear measurement, as well as a fraction/decimal conversion piece needed to solve one of the puzzles.

9-2018 Update! The original puzzles now also include a metric measurement option for those of you that are metric measurements only.

Please Note: These activities are designed to give students practice reading angles, not measuring them with real protractors. They need to use the protractor provided, and devise a way to extend the rays that do not touch that protractor. The problem solving has them adding and subtracting to find the measurements, using what they know about acute and obtuse angles.

Each Protractor Practice activity has several rays all starting in the same place, which muddies the point of origin, leading to inaccurate measurements, if students try to use a real protractor.

Ways to use Crack the Code puzzles~

Centers
Go-to Activities
Fun Class Challenge
Small Group Challenges
Paired Work (Buddy up!)
Test Prep
Homework
Sub Days
RTI

Includes Answer Keys and Extension Idea. Grades 4-6

Click HERE for additional Crack the Code puzzles.

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Total Pages

12 pages

Answer Key

Included

Teaching Duration

40 minutes

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Standards

to see state-specific standards (only available in the US).

CCSS4.MD.C.5

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

CCSS4.MD.C.6

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

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