Students are asked to build and identify right, acute, obtuse, and straight angles using geoboards, straws, and drawings, and they are taught that an angle can be described as two rays that share the same endpoint. Image text and one activity description explicitly state numeric degree facts (e.g., acute < 90 degrees, right = 90 degrees, straight = 180 degrees). Students also practice naming angles with points (e.g., ∠SAM, ∠BEN, ∠CAT).

Students are introduced to the degree as the unit for measuring angles and told there are 360 degrees in a full circle. They watch a rotation graphic and are asked to notice that the number of degrees increases as the angle turns, and they complete an "Angle Degrees" activity identifying specific angles by number of degrees (e.g., 45°, 120°, 10°, 100°). Students also use a medallion (protractor) in the Sir Cumference activity to measure angle sizes and complete a sorting task to identify angles bigger or smaller than 90°.

Students are asked explicitly what the smaller hash marks on the protractor represent and are told they represent counting by ones, and they are asked what the numbers on the protractor count by (counting by 10s). Students place the protractor midpoint on the vertex, align one side with the zero line, and read the degrees where the other side crosses the scale to record specific measures (examples: 45°, 150°, 60°, 90°, 40°). Students draw angles to given degree measures (e.g., 30°, 90°, 120°, 165°, 45°) by marking the correct degree on the protractor and connecting the dot, and they practice estimating angles by comparing to right/straight angles.

Students use a protractor to create and check angles with specified measures (125°, 20°, 85°, 165° and later 25°, 45°, 100°, 155°). Students design flags and are encouraged to use a protractor to verify angle sizes and to include specified numbers and types of angles (e.g., "2 acute angles, 2 obtuse angles" or "4 right angles"). Students are prompted to see that two 45-degree angles make a right angle, showing additive relationships between degree measures.

Students use a protractor to draw and measure angles (e.g., tasks to draw 55°, 130°, 30° and to measure smaller angles that sum to a larger angle). The lesson states numerical measures for common angles (a right angle is 90°; a straight angle is 180°) and has students write equations showing sums of degree measures (e.g., 45+45=90, 30+60=90). Students complete worksheets and quizzes that require identifying, measuring, and calculating with degree measures.

Students are given a protractor and asked to draw and check angles, including tasks to create two adjacent angles that add up to specified degree measures (90, 125, 65). The skills list explicitly includes "understand concepts of angle measurement," and several activities require identifying or shading acute, obtuse, and right angles on a map and in letter shapes. The materials and tasks have students work with degree measures (e.g., drawing angles that sum to a given number of degrees) and using a protractor to create/verify those measures.

Students are asked to use a protractor to find the measure of several angles (items 17–20) and to draw angles of specified measures (55° and 130° for items 15 and 16). Several tasks require students to estimate or choose angle measures from degree options (items 9–12) and to solve for missing angle measures given numerical degree values (items 13–14 and later missing-angle problems). The skills list explicitly states that students should "understand concepts of angle measurement."

The skills list explicitly states students will "recognize angles... and understand concepts of angle measurement." The project requires students to create streets that form right, acute, and obtuse angles and two adjacent angles, which has students draw and identify angle types. The materials list gives students a protractor and asks them to use it while drafting their map, enabling angle construction or measurement activities.

Students practice measuring angles with a protractor in Activity 2: they watch a protractor video and complete a sheet where they write down angle measures (examples given: 150°, 60°, 90°, etc.). Students trace angles larger and smaller than 90° and draw/identify right, acute, obtuse, and straight angles in Activity 1 and the student activity pages. The skills list explicitly includes 'Understand concepts of angle measurement.'