E01S: Angle 2

E01: Angle 2 Cover
$4.00 each


Stage/No: E01 Length: 3 weeks CF Outcomes: 15 Levels: 5, 6 Due out: available now


E01S: Angle 2 3 week module Old ISBN: 1876800291 New APN: 9781876800291

{slider=CF Outcomes}

This information is found in the wrap around pages of the teachers module. It details the Curriculum Framework Outcomes addressed in the module.

Outcomes 1 & 2 should be an inherent part of all mathematics lessons.

1. Show a disposition to use mathematics to assist with understanding new situations, solving problems and making decisions, showing initiative, flexibility and persistence when working mathematically and a positive attitude to their own continued involvement in learning and doing mathematics.

2. Appreciate that mathematics has its origins in many cultures, and its forms reflect specific social and historical contexts, and understand its significance in explaining and influencing aspects of our lives.

Outcomes 3, 4 & 5 "Working Mathematically" are an integral part in the design of every module. These outcomes determined the three stage learning process developed in each module.

3. Call on a repertoire of general problem-solving techniques, appropriate technology and personal and collaborative management strategies when working mathematically.

4. Choose mathematical ideas and tools to fit the constraints in a practical situation, interpret and make sense of the results within the context and evaluate the appropriateness of the methods used.

5. Investigate, generalise and reason about patterns in number, space and data, explaining and justifying conclusions reached.

Outcome 15 from "Space" is specific to this module.

15. Visualise, draw and model shapes, locations and arrangements and predict and show the effect of transformations on them.

{slider=Student Outcomes}

This information is found in the wrap around pages of the teachers module. It details the major student outcomes that should have been developed during the module.

Major Student Outcomes

During this module students should have been developing the following outcomes:

Working mathematically outcomes at levels 4, 5 and 6 are interwoven with the structure of these modules.

The outcomes below are dealt with specifically in this module.

Outcomes from different strands are integrated into this module.


M5.1 Takes purpose and practicality into account when selecting attributes, units and instruments for measuring things and uses the relationship between metric prefixes to move between units.

M5.2 Uses a range of whole number and decimal scales for measuring, including making measurements that are more accurate than the available scales allow.

M5.3 Makes sensible estimates of length, area, mass, capacity and time in standard units and identifies unreasonable estimates of things.

M5.4b Understands and uses scale factors and the effect of scaling linear dimensions on lengths, areas and volumes of figures and objects produced on grids and with cubes.


S5.1a Uses coordinates, bearings and scale on maps and plans and in descriptions of locations and paths.

S5.4 Analyses, describes and applies distinguishing features of common classes of mathematical figures and objects, including using the concepts of parallelism and perpendicularity.

S6.1a Visualises, sketches and describes paths and regions which satisfy provided conditions.

S6.2 Interprets and meets specifications requiring the accurate construction and placement of figures and objects including manipulating shapes and arrangements mentally.

S6.4 Analyses, describes and applies properties of, and relationships between, the classes of figures which can be reasoned about in terms of the properties of triangles and parallel and intersecting lines.


This information is found in the wrap around pages of the teachers module. It gives details about the module.

Module Length:

Approximately 3 weeks (12 hours). This may vary upward according to the ability and prior understandings of the students.

Outcomes Levels:

Includes outcomes from levels 5 and 6.


Each Integrated Maths Module has been assigned a stage and number. The stage is designed to help teachers in their sequencing of modules. The number is for identification of each module.

This module is E01, that is stage E module 1.

The content of this module is:

Parallel and perpendicular
Angle relationships

Language development:

The following terms (or derivations of them) are an essential part of this module:


These terms are in bold whenever they appear in this text.


The structure of all modules is to present materials in three stages:

Exploration - Formalisation - Application

The files available here for downloading are a Sample Activity from the Exploration Stage of this module and a Sample Application from the Application stage of this module.

These files are available as pdf files. To view and print these files you will need a program like Adobe Acrobat Reader which is available free here.


These links are to the sample files:

Sample Activity
Sample Application

{slider=Unit Curriculum Links}

This information is found in the wrap around pages of the teachers module produced for Western Australian schools. It details the links to the old Unit Curriculum objectives for schools trying to adapt programmes etc.

Unit Curriculum Objectives covered are:

From Mathematical Development 2.3

  • S 2.4 Further develop the concept of angle, to include parallelism and perpendicularity.
  • S 2.5 Identify adjacent, vertically opposite, supplementary and complementary angles.
  • S 2.6 Develop angle relationships for parallel lines.
  • From Mathematical Development 3.3
    • S 3.6 Draw lines which satisfy given angle conditions, including parallels and perpendiculars.
    • From Mathematical Development 4.3
      • S 4.4 Establish conditions for parallelism of pairs of lines
        • I 3.1 Collect time series data.

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