Students are introduced to degrees and the degree symbol, and they complete exercises identifying specific angles labeled as 45°, 120°, 10°, and 100°, showing practice with whole-number degree values. Activity 2 instructs students to use the book's "medallion" (a protractor) as they work through the Sir Cumference story, and the answer key states that Radius uses the medallion to measure the size of angles. Students also draw and label acute, obtuse, and right angles (named DOG, CAT, HEN), demonstrating basic angle sketching and labeling skills.

Students are instructed to place the midpoint of the protractor on the vertex, align one side with the zero line, and read the degree where the other side crosses the scale; these directions accompany a four-diagram 'Using a Protractor' activity where students write the angle measures (150°, 60°, 90°, 40°). The lesson includes a 'Protractor Practice' set of problems and a web game that has students read and enter angle measures, with explicit examples using whole-number degree measures (e.g., 45°, 95°, 165°). For sketching, students follow a step-by-step 'Drawing Angles' guide to make a 45° angle and complete a worksheet that asks them to draw specified angles (90°, 120°, 30°, 165°).

Students are instructed to use straws or pencils and a protractor to create angles with specified measures (125°, 20°, 85°, 165°). The Wrapping Up section asks students to draw angles of given measures (25°, 45°, 100°, 155°) with a protractor and relates 45° to a 90° angle. Activity 3 directs students to use a protractor to check sizes of angles when designing flags, reinforcing both drawing and measuring with a protractor.

Students are instructed to use a protractor to measure the smaller angles after dividing a right angle and to measure the parts of an 80° angle they draw. Students are told to draw specified angles with a ruler and protractor (tasks ask for 55°, 130°, 30° and to draw an 80° angle). The Angles Quiz and activity pages explicitly require students to use a protractor to write angle measures and to sketch given angles.

The lesson tells students to use a protractor ("Give your child ... the protractor") and asks them to draw intersecting lines that produce acute, obtuse, and right angles. Students are asked to create pairs of adjacent angles that add up to specific degree totals (90, 125, 65 degrees). The Skills list includes "understand concepts of angle measurement" and "Draw ... angles (right, acute, obtuse)."

Students are instructed to "use the protractor to find the measure of each angle" (items 17–20 and 21–24) and to record those measures. The materials state to make sure the student "has access to the protractor and a ruler," and several problems require using them. Specific tasks ask students to "use the protractor and a ruler to draw each angle," including drawing angles of 55 degrees and 130 degrees (items 15 and 16). Worksheets present angle measures as whole-number degree values (e.g., 20°, 100°, 60°, 150°) for students to measure and work with.

Students are given a protractor, laminated dot paper, dry-erase markers, and a ruler to create a draft of their map, indicating they will use a protractor while drawing. The project requires students to create streets that form right, acute, and obtuse angles and two adjacent angles, so students must draw and identify these angle types on their map. Students draft on dot paper and then transfer shapes and lines to poster board, practicing drawing angles and geometric configurations using measuring tools.

Students review how to use a protractor by watching a designated video on measuring angles and then complete a "Review: Measuring Angles" page that includes eight protractor diagrams where they write down the angle measures. The lesson provides specific target measures in the answer key (150°, 60°, 90°, 25°, 75°, 120°, 170°, 40°), indicating practice with whole-number degree measures. Students also create and identify right, acute, obtuse, and straight angles using straws, giving hands-on practice forming angle shapes.