Lesson: Here Come the Coasters!

Play the video “Record Roller Coasters.” Then, before or after reading the article, spark a discussion based on the following questions:

• Have you ever been on a roller coaster? If so, describe the experience of riding on one.
• What are some mathematical terms you could use to describe a roller coaster?
• How is geometry involved in designing a roller coaster?

• Draw or display a rectangle, a circle, and a trapezoid.
• How are these shapes similar? How are they different? (Answers will vary.)
• What makes the circle different from the rectangle and trapezoid? (It has only curved lines and no straight lines or angles.)
• The trapezoid and rectangle have interior angles. These are formed by two sides that share a common point.
• Play the math video “Lines and Angles.”

• Of the 4 angles pictured, which has the greatest measure? (the straight angle)
• What is the largest whole degree that an angle could measure and still be an acute angle? (89°)
• What is the smallest whole degree that an angle could measure and still be obtuse? (91°) The largest? (179°)
• How do we know the angle on the protractor measures 20° and not 160°? (Since the angle is an acute angle, we know the measure is less than 90° and to read the measurement using the inner numbers on the protractor.)
  
• Can curved lines make angles? (No, angles form only where straight lines or rays meet.)

Have students complete problems 1 through 6 on pages 8-9 of the article.

Skills Sheets: Level Down: Lines and Angles (4.MD.C.6; 4.6A, 4.7D) | On Level: DynaDash: Classifying Angles (4.G.A.1; 4.6A) | Level Up: Identifying and Measuring Angles With a Protractor (4.MD.C.6; 4.6A, 4.7D)

SEL (Social-emotional learning activity/prompt): As a class, discuss some of the emotions you might experience while riding on a roller coaster. Have students share their emotions and describe why they would feel that way. For students who might feel frightened or nervous, discuss some strategies for coping with fear.

Dynamath@Home: Encourage students to perform “angle” exercises! Have them use their arms and legs to practice making straight, right, acute, and obtuse angles each day for one week.