#Using a protractor how to#

Learners will do everything the instructions says, but when they have to join the end of the line segment and the mark they made, they join the wrong point with the mark. Wrong placement of the protractor on the line segment

When reaching step 3, they will place the protractor somewhere in the middle of the line segment, instead of at the end of the line segment as the instructions indicate. Learners can usually follow step 1 to step 3. One of the most common mistakes made when constructing angles: Learners also tend to go back to use pictures as examples, so if you can, try to insert or use pictures in your lessons which will be helpful to learners. I usually read the question first and thereafter I let the learners read to me, highlighting the important parts of each step. Following the instructions then can be difficult for them. Most learners cannot interpret what they are reading. Let them look at their drawing and see if it looks like an obtuse angle, which must be bigger than 90 degrees. Ask the learners if a 130 degree angle is an acute or an obtuse angle. Make sure that the learners indicate the angle size. (In this case the blue mark is named point C) Step 6Ĭheck that the angle was drawn correctly. Point B (the centre of where the protractor was placed) is joined with the mark learners made. Join the end of the line segment where the centre of the protractor was placed, to the (blue) mark that was made at the edge of the protractor. Learners can now remove the protractor from the paper. Mark the angle off at the edge of the protractor. Use the scale whose 0 degree is lined up with the line segment, either on the inside or outside numbers, depending on which side the learner decides to place the protractor. The protractor is placed on the line segment The red arrow indicates the protractor on the centre point Step 3:Īlign the protractor now, so that the centre point is on the end at point B and that the 0 degree line (the base line) of the protractor goes in the same direction of the line segment. It can be on the left or right hand side of the line. Place the centre point of the protractor at the end of the line segment (in this case at point B), the end of which you want the vertex of the angle to be. The line segment can be any length, in this case let’s make the line segment about 6 cm long. The first thing learners need to do is to draw a line segment. The following steps can be used to draw an angle: Example of an angle of 130 degrees Step 1: This will help learners to measure and draw angles more accurately. When constructing angles, learners have to make sure that the pencil they’re using is sharp. Both of the above can be found in my previous post.

#Using a protractor how to#

Remember the more repetition done on this work, the more learners will know what is expected of them and how to do the specific work .

Today will be about using a protractor to draw (construct) an angle.Īgain, this work might be easy for grownups, but learners might find it a bit more difficult. Yesterday was more about using a protractor to measure angles. Source Constructing angles using a protractorĪfter yesterdays' lesson, I’ve decided to continue today’s work about the use of a protractor.