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There are lots and lots of little elves,And toys lined up on endless shelves.
There are pine trees, candy canes, and long, long lists,
Carols being sung, and the wrapping of gifts.
Welcome to the North Pole. Please come with me…
The gingerbread competition is a great sight to see!
There are houses with windows and houses with doors.
There are houses with ceilings and houses with floors.
But there is one little house, please don’t make fun,
One little house -without a roof that is done.
This roof has an angle that’s small
Which makes the roof rather too tall!
This angle is less than ninety degrees.
It doesn’t seem to suitsuit
What kind of angle is this?Why, it must be an……
ACUTE!ACUTE!Acute Angles
An acute angle is an angle measuring between 0 and 90 degrees.
Example:
The following angles are all acute angles.
Let’s go on to the second one
A shorter roof might get it done.
This roof is too low and short.
It is of no great use.use.The angle is greater than ninety degrees.This angle is called
an….
OBTUSE! OBTUSE! Obtuse Angles
An obtuse angle is an angle measuring between 90 and 180 degrees.
Example:
The following angles are all obtuse.
I have searched all day And searched all night
I need to make the roof just RIGHT!
Perhaps that’s it,and we will see!
Let’s try on our roofNot one, two, but THREE!
Thank you, oh thank you For all your great help!
I’ll be sure to tell my bossHow you saved Eddie the Elf!
TEKS§111.16. Mathematics, Grade 4.
(a) Introduction.
(2) Students select and use formal language to describe their reasoning as they identify, compare, and classify two- or three-dimensional geometric figures; and they use numbers, standard units, and measurement tools to describe and compare objects, make estimates, and solve application problems. Students organize data, choose an appropriate method to display the data, and interpret the data to make decisions and predictions and solve problems.
(b) Knowledge and skills.
(4.8) Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language.
The student is expected to:
(A) Identify and describe right, acute, and obtuse angles(C) Use essential attributes to define two- and three-dimensional
geometric figures.