Angle Recognizer—More Contexts

Sub Trajectory: parts

Can recognize and describe contexts in which angle knowledge is relevant, including corners (can discuss “sharper” angles), crossings (e.g., a pair of scissors), and, later, bent objects and bends (sometimes bends in paths and slopes).

Only later can a child explicitly understand how angle concepts relate to these contexts (e.g., initially may not think of bends in roads as angles; may not be able to add horizontal or vertical lines to complete the angle in slope contexts; may even see corners as more or less “sharp” without representing the lines that constitute them). Often does not relate these contexts and may represent only some features of angles in each (e.g., oblique line for a ramp in a slope context).


You may see this:

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Other Examples:

  • Students recognize that an angle is created when a child's arms are crossed.
  • Children see that they can make bigger and smaller angles by opening and closing scissors.

Help your student become a(n) Angle Recognizer—More Contexts

Activities and experiences throughout the day encourage children to recognize and describe contexts that involve angles, such as the turns one makes in walking or driving, crossings of lines (e.g., a pair of scissors), and, later, bent objects and bends (e.g., in a road or object). They begin to recognize the two rays of an angle in more situations and the turns between them (e.g., when opening a door, the “closed” door position is one ray, the open door the other. Another example is the turning of a knob - one has to imagine a ray such as a vertical line rising up above  the knob and the other ray alongside the end of the rotation of the knob).

Special Thanks To

Institute of Education Sciences
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.