Students are introduced to degrees and told there are 360 degrees in a full circle, and they see a 'What's a 360?' video and a rotation graphic that visually links angle size to rotation around a circle. Students practice identifying angle measures (e.g., 90°, 180°, 360°) on activity pages and reason about degrees without a protractor for one activity. Students also use a medallion (protractor) in the Sir Cumference activity to measure angles and answer questions about how the medallion is used to find and measure angles.

Students are instructed to place the midpoint of the protractor on the vertex, align one side of the angle with the zero line, and read the degrees where the other side crosses the protractor scale. Students practice reading specific degree measures on multiple protractor diagrams and number-identification tasks (e.g., pointing to 45, 175, 63, 121, 95) and complete exercises measuring and drawing angles such as 45°, 90°, 120°, 30°, and 165°. Students also practice counting the small hash marks by ones and using the protractor to draw and check angles.

Students use a protractor to create and check angles (Activity 3 and the Wrapping Up section ask students to use a protractor to check and draw specific measures such as 25°, 45°, 100°, and 155°). Students practice identifying and producing acute, obtuse, right, and straight angles with physical manipulatives (straws/pencils and body poses) and label angle types in the Body Part Angles and Angles in Flags activities. Students also reason about angle relationships (the Wrapping Up discussion points out that 45° is half of a 90° right angle).

The lesson asks students to draw rays, angles, and to "recognize angles as geometric shapes that are formed wherever two rays share a common endpoint," and students practice drawing and identifying right, acute, and obtuse angles. Students use a protractor to measure and draw specified angles (e.g., 55°, 130°, 30°, and an 80° angle to divide) and write equations showing how smaller angles add to larger angles. Students are told that a right angle is 90° and a straight angle is 180° and use addition and subtraction to find missing angle measures.

Students are given a protractor and instructed to draw and check angles specified by degree measures (e.g., adjacent angles that add to 90, 125, and 65 degrees), so they practice constructing and measuring angles in degrees. Students classify and trace right, acute, and obtuse angles in letter shapes and count angle types, reinforcing angle identification. In the GeoBurg activity students shade streets that create acute, obtuse, and right angles and name triangles formed by streets, applying angle classification on a map.

The materials ask that students have a protractor and a ruler and include tasks where students measure angles with a protractor (items 17–20, 21–24) and draw angles of specified degree measures (items 15: 55° and 16: 130°). The Unit Review and Test Review pages require students to identify angle measures in degrees (examples in answer keys showing 20°, 100°, 60°, 150°, etc.) and to classify angles as right, acute, obtuse, or straight. The skills list explicitly states students should "understand concepts of angle measurement."

The skills list and activities ask students to recognize angles as shapes formed where two rays share a common endpoint and to draw rays, line segments, and right/acute/obtuse angles. The project requires students to create a street that is a ray and streets that form right, acute, obtuse, and adjacent angles, and Step 2 gives students a protractor and instructs them to use it when drafting on laminated dot paper. The evaluation rubric and final sharing prompt students to identify and explain the geometric elements they included.