Turning Angles

Overview

Students use Sphero robots to model turns and measure distance. They classify angles as acute, obtuse, right, straight, reflex and revolution, then apply what they know to solve distance-and-turn challenges around the classroom.

Learning intentions

• Students will estimate and compare angles using angle names, including how these relate to a right angle.
• Students will identify and describe quarter, half, three-quarter and full measures of turn in everyday situations, and connect these to robot rotations.
• Students will plan and carry out movement to measure and compare distances travelled.
• Students will solve a practical problem using turns and distance, explaining their reasoning.

Success criteria

• I can match an angle I see or create with the correct name (acute, obtuse, right, straight, reflex, revolution).
• I can estimate whether an angle is smaller or greater than a right angle and justify my choice.
• I can use Sphero to make specific turns (quarter, half, three-quarter, full) and describe the result.
• I can measure distance travelled (using a consistent unit) and compare results to improve my solution.

Curriculum links

• Measurement: AC9M4M04 estimate and compare angles using angle names including acute, obtuse, straight, reflex and revolution, recognising their relationship to a right angle.
• Measurement: AC9M2M05 identify, describe and demonstrate quarter, half, three-quarter and full measures of turn in everyday situations.
• Measurement: Use distance and measurement reasoning as part of problem-solving with Sphero pathways, connecting turn choices to outcomes.

Lesson structure (60 minutes)

1. 0–7 min · Hook (visual angles). Teacher shows a few “before you code” angle cards on the introduction slides, including one right-angle example; students stand and show with their arms whether they think it’s smaller/greater than a right angle. Students quickly justify with “It’s smaller/greater because …” (use quick prompts).

2. 7–15 min · Direct teach (angle names to turns). Teacher revisits angle names on the introduction slides and models with a template: right angle = the benchmark; acute smaller, obtuse bigger, straight = 180°, reflex more than 180°, and a full revolution = 360°. Students repeat the angle labels in pairs, then practise describing quarter/half/three-quarter/full turns as “turning right/around” using their bodies (no robots yet).

3. 15–25 min · Robot setup + baseline distance. Teacher demonstrates placing the Sphero at a start line, running a simple “move forward” command, and measuring distance with a consistent unit (e.g., paper clip chain, metre strips, or counters on a tape measure). Students in groups of 2–3 run the baseline: forward once, then measure and record the distance travelled on the worksheet activity table. They compare with a partner group and note one possible measurement issue (e.g., starting point).

4. 25–35 min · Centre task 1: Make named angles. Teacher explains the task using the introduction slides: use Sphero to turn by producing angles at the corner of a taped track (e.g., 90° for a right angle, 45° for acute, 135° for obtuse, 180° straight, 270° reflex). Students work through rotation cards, and for each attempt they record: angle name, whether it’s smaller/greater than a right angle, and the measured “turn result” using the programmed rotation setting (not a protractor). They adjust and try again once.

5. 35–48 min · Centre task 2: Turns + distance challenge. Teacher sets one integrated challenge using the introduction slides: “Make a path that goes forward, turns a specific amount (quarter/half/three-quarter/full), then goes forward. The final distance from the start should match the target line.” Students plan in a small table: chosen turn category, expected final distance, then test and record. Teacher circulates, prompting them to explain their reasoning using angle language.

6. 48–55 min · Plenary (compare strategies). Teacher returns to the introduction slides and asks: “Which turn did you choose, and how did angle size affect the path?” Volunteers share one strategy that improved accuracy (e.g., smaller changes, re-measure, consistent start point). Students listen and respond with “I agree because … / I wonder if …”.

7. 55–60 min · Exit ticket (quick check). Teacher distributes the angles-and-turns Sphero worksheet. Students answer 3 short questions: (1) name an angle, (2) choose smaller/greater than right angle, (3) match a turn category to a rotation description. Collect the angles-and-turns Sphero worksheet before the plenary is fully closed (use the final minutes for completion).

Resources

• the introduction slides
• the angles-and-turns Sphero worksheet
• Sphero robots (enough for groups), charging cables, and any required charging hub
• Mobile devices/tablets with Sphero app or coding interface (one per group where possible)
• Tape measure or metre strips (class set) and/or metre-tape marked on floor
• Consistent distance unit materials (paper clips chain, counters, or small interlocking cubes)
• Card set: angle-turn cards (acute, obtuse, right, straight, reflex, revolution) and quarter/half/three-quarter/full turn cards
• Angle template (right-angle cardboard) for teacher model and optional student checks
• Classroom masking tape for start line and taped track corners
• Data recording sheet area (on the angles-and-turns Sphero worksheet)

Assessment

• Formative during robots: teacher checks group recordings for correct angle naming and whether students justify “smaller/greater than a right angle”.
• Formative questioning: teacher prompts “How do you know your angle is acute/obtuse?” and “How did the turn choice change the final distance?”
• Exit ticket from the angles-and-turns Sphero worksheet to confirm angle-name accuracy and turn-category understanding.

Differentiation

• Support: provide sentence starters on the angles-and-turns Sphero worksheet (e.g., “I think it is obtuse because …” “It is greater than a right angle.”) and a right-angle template at each station.
• Support: offer rotation choices as a limited set at first (right, straight, quarter turns), then expand to reflex/revolution once students demonstrate accuracy.
• Extension: ask advanced groups to design their own two-turn path that ends at a given target distance, and include at least one reflex angle and one revolution in their plan.
• EAL/SEN: use visual angle cards, keep instructions short, and allow students to explain with gestures/bodies before writing.