Angles are Everywhere

Over the last week Grade 5B have been learning all about angles, or I guess I should really say they have been revising what they already knew about angles. They were very clever cookies when it came to identifying different types of angles and even knew how many degrees each angle should be.

We used lots of different things to model different angles, from string, to our bodies and even skipping ropes outside. We then spent time searching for angles out in the school yard. We found HEAPS!! We tried to focus on acute and obtuse angles as we tend to see right and straight angles everywhere!! See if you can identify the angles in the following slideshow.

After we had become familiar with angles again we looked at the following question:
This question proved to be more difficult than we thought and there were a few steps and understandings that we needed before we could begin.
First we needed to know how many degrees there are in a circle. Well that’s easy I hear you all say, there are 360 degrees in a full turn
Then we needed to think about how many sections there are on a clock. We looked carefully and decided there were 12.
Now we needed to work out how many degrees there are in each section. To work this out we divided 12 into 360 to get an answer of 30 degrees. So when the time reads one o’clock the acute angle is 30 degrees. The reflex angle is 330 degrees.
We were then able to work out the two angles for 2:00, 4:00, 5:00, 7:00, 8:00, 10:00 and 11:00. Can you remember what they are? See if you can set this up in a table.
Now we want to explore the question about right angles! We know the two obvious answers are 3:00 and 9:00, but we’ve been told there are 20 others!
Use the following interactive clock to see if you can work out some of the others:
Now use the following clock to make the times that you think made a right angle and check them:
The following website has heaps of great games where you can practise your understanding of angles:

What have you learnt about angles?

How many of each angle did you see in the slideshow?

Were you able to discover all of the times that make a right angle?

What did you think of the page of angles games? Were any of them useful?

Passive Energy Houses

Hey Guys,

As you are now aware, over the next few weeks you will be designing your own passive energy houses. Before doing this though you are going to need to do some research to find out what all of this is even about. The following websites will give you a place to start: (Awesome pictures!) ( kid language for solar heating) (dot points and short paragraphs to explain) (easy info)

Share the following information with your mums and dads

Hi Mums and Dads,

So, by now I hope you have heard all about our Passive Energy Houses and have seen the design briefs. All of the students are very, very excited about starting the Passive Energy House project.

Here is the outline of the project.

  • Students will work in groups to research, design, plan, and construct a house that uses the 4 elements of passive energy design
  • They are restricted with the size of the house (so we don’t end up with any Ben Hur houses). Length=500mm max, width=400mm max, roof space 3000mm squared,
  • The roof must lift off or be hinged,
  • Uses solar energy to power a globe,
  • Has a water collection and storage system.

Students will be provided with solar panels, globes and wiring, cutting boards, stanley knives (used under supervision) and things like sticky tape, masking tape and staples.


Don’t be surprised if they come home asking for foil and foam!

What do YOU (kids and parents) think of our next project?! Do you have any questions?

What does the term Passive Energy mean?

Did you discover any other interesting information (either from your parents or from websites)?