Students practice measuring and identifying angle sizes (Activity 1 and the "Angle Degrees" sheet) by selecting which diagrams correspond to 45°, 120°, 10°, and 100°. Students reason about degree measures using a rotation graphic that shows degrees increasing and answer factual questions such as how many degrees are in a right angle, straight angle, and full circle. In Activity 2 students answer that two right angles make a straight angle and use a medallion (protractor) to measure angles in the story.

Students draw and measure angles with a protractor (Wrapping Up: draw 25°, 45°, 100°, 155°) and use a protractor to check angle sizes when designing flags (Activity 3: My Own Flags). The text explicitly points out an additive relationship: "It takes two 45-degree angles to create one right angle," which shows students combining two non-overlapping angles to make a whole.

Students use a geoboard and protractor to decompose angles and record equations such as 90+90=180 and 45+45=90. The materials prompt students to measure two smaller adjacent angles (e.g., 30 and 60) and write addition equations, and to use subtraction to find a missing angle (e.g., 90 - 30 = x). Multiple activities and worksheets require students to find unknown angle measures using symbols (b, n, w, x) and to match diagrams of adjacent angles with corresponding addition/subtraction equations.

Students are asked to draw 2 adjacent angles that add up to 90 degrees, 125 degrees, and 65 degrees in the Introduction, which gives practice creating angle pairs with specified sums. The Skills section states students will "understand concepts of angle measurement," and the "Angles in Names" and GeoBurg activities have students identify and color right, acute, and obtuse angles and shade pairs of streets that create acute/obtuse/right angles. The Always/Sometimes/Never task has students reason about angle-related statements (for example, intersecting lines and right angles).

Students are asked to "Find the missing angle measure" in problems 13 and 14 (diagrams showing three adjacent angles including variables n and s) and in problems 25–28 where answers for n, d, s, x are provided in the answer key. The activity text instructs students to "Use what you know about the angle measures to find the measure of the missing angle," and multiple problems require using a protractor as well as solving for unknown angle measures using symbols. The answer key lists numerical solutions for the variables (e.g., 13) n = 65; 14) s = 35; 25) n = 60; 26) d = 55; 27) s = 30; 28) x = 30), indicating students solve addition/subtraction problems on diagrams.

The skills list asks students to "recognize angles" and to "understand concepts of angle measurement." The project requires students to create streets that form right, acute, obtuse, and 2 adjacent angles, and students are given a protractor, ruler, and dot paper to draft and experiment with angles. The rubric and requirements ask students to identify and label these angle features on their final map.