Implicit Angle User

Uses angles and, at least implicitly, some angle measure concepts, such as parallelism and perpendicularity—in physical alignment tasks, construction with blocks, or other everyday contexts. May identify corresponding angles of a pair of congruent triangles using physical models. Uses the word “angle” or other descriptive vocabulary to describe some of these situations.


You may see this:

Linked Image to Sign In/Sign Up page

Other Examples:

  • Moves a long unit block to be parallel with another block after adjusting the distance between them so as to accurately place a perpendicular block across them, in anticipation of laying several other blocks perpendicularly across them.

Help your student become a(n) Implicit Angle User

A variety of construction toys such as blocks or toy train tracks invite children to make paths with turns and implicitly use angle concepts such as making the bottom of a building, laying long blocks alongside each other (parallel) and at a right angle (perpendicular). Discuss these situations using appropriate language. For example, talk about both the paths and the movement of vehicles on them, using the language of turns and angles ("that sharp angles means a big turn!") to begin to make the mathematics explicit.

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.