Lesson Plan

Year Level: 5/6

Date: Wednesday 13th February

Topic: Mathematics – Geometry: construct and measure angles

Art -

Link to Curriculum:
Mathematics
Year 5: Estimate, measure and compare angles using degrees. Construct angles using a
protractor (ACMMG112)
Year 6: Investigate, with and without digital technologies, angles on a straight line, angles at a point and
vertically opposite angles. Use results to find unknown angles (ACMMG141)
Visual Arts
Year 5: Development and application of artistic techniques and processes with:

 shape (convex, concave)

 colour (expressive colours, natural colours)
 line (implied lines for movement and depth)
 space (shading – creating illusion of depth)
 texture (textures created with a variety of tools, materials, and techniques; patterning)
 value (gradations of value)

to create artwork (ACAVAM115 opens in new window)

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Year 6: Development and application of artistic techniques and processes with:

 shape (exaggerated proportions; motifs; fonts)

 colour (colour wheel; tertiary colour)
 line (lines that create an illusion)
 space (focal point and one-point perspective; basic facial proportions; horizontal and vertical
symmetry)
 texture (real and simulated)
 value(highlights; shadows; form)

to create artwork (ACAVAM115 opens in new window)

WALT:
The meaning of visual art elements of line, shape and colour and how they can be used to create meaning.
Locating and measuring angles within 2 degrees.

Time Activities/Classroom Management Focus Questions Assessment

1:40pm Introduction:
Explain the WALT – have ‘Elements of Art’ poster on eBoard.
ART
o line: a mark created by a moving point that spans a distance.
It has width, direction and length. Lines can be used to create If I were painting
patterns by repeating lines. a flower on a Student response.
o shape: area created by lines in artwork green
o colour: creates interest or mood. Also referred to as “hue”. background,
Colour wheel – use colours to draw viewer’s attention to what would be a
something in the artwork: colours that are not close to each good choice of
other will draw attention, whereas colours that are close to colour to draw
the viewer’s

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1:50pm each other tend to blend. attention to the
MATH flower?
Locating and measuring angles.

Main Body:
Explain to students that they will be experimenting with line,
pattern, shape and colour to design an artwork using the first letter
of their name. Students will then locate angles and measure using
protractors.
Recap how to use a protractor (if needed).
o Students are to use a ruler to draw lines on their letter (in
lead pencil). Students then use the ruler to draw over the
lines in black texta.
o Students choose the shapes that they will use to measure 10
angles. Students colour these shapes using texta in a light
colour.
o Students draw an arc in the corner of the angles using black
fine liner, then use their protractor to measure the angles,
2:35pm writing the size next to the arc in black fine liner.
o Students then use patterning/colouring to complete the
artwork.
2:45pm o Students cut around their letter using scissors.
o Students choose a piece of backing card and glue their letter
onto the backing card.

Students pack up their work and desks. Students do a part pack

and stack, all they should have is a pencil case and a chair
Collect student

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 responses and
Conclusion: mark.
Have students seated at their desk.
Explain “Exit Slips” activity.
Have students take out their sticky notes from their small trays and
write their name at the top of one.

Write questions on board:

Year 5:
2:50pm 1. Write down 2 warm colours and 2 cool colours.
2. Write down an example of an acute angle, in degrees.

Year 6
1. Line is a visual art element. Write down 4 types of line used
in art.
2. Write down an example of a reflex angle, in degrees.

End of lesson
High/Low Low achievers:
Achiever One student with down syndrome and one student with
s undiagnosed learning disability receive assistance from an
educational assistant.
Have students identify and measure 5 angles.

High Achievers:
Identify and measure as many angles as possible.

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