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1 TM Thank you for choosing AIMS! Please use this free activity in your classroom, and watch your students begin to experience the "Aha!" moments of real learning. We like hearing from you. Like us and share your experiences with AIMS Activities on our Facebook page at For more valuable hands-on math and science resources, visit the AIMS online store at

2 Topic Geometry: Angles Key Question What angles are used when we form the letters for the initials in our names using the semaphore alphabet? Learning Goals Students will: write their initials using the semaphore flag signaling system; look for patterns in the flag signaling system; and relate the positions of the flags to acute, right, obtuse, and straight angles. Guiding Document Common Core Standards for Math* Geometic measurement: understand concepts of angle and measure angles. (4.MD) Draw and identify lines and angles, and classify shapes by properties of their lines and angles. (4.G) Math Geometry angles right, acute, obtuse, straight Integrated Processes Observing Comparing and contrasting Communicating Interpreting data Materials Flagger figure Paper fasteners Yellow and red paper squares, 5 cm 2 Glue or tape Student pages Background Information The semaphore flag signaling system is used when auditory communication is not possible. Students might relate to a catcher s signal to a pitcher as a way to secretly send messages. The semaphore flag signaling system uses the position of the flags to denote letters. There is a distinct pattern in the position of the arms when representing the 26 letters of the alphabet. By relating the positions of the flagger s arms to acute, right, obtuse, and straight angles, students can spell out their initials and send messages to each other. In this activity, there are clear distinctions between the angles. The acute angle is approximately 45 degrees, right (the standard to which others are compared) is 90 degrees, the obtuse angle is 135 degrees and the straight angle is 180 degrees. There will also be situations in which the angle is zero degrees no angle at all. Students will relate each flag to the hand that holds it and the side of the body on which it appears. The base ray will be a line running from the paper fastener down the leg of the flagger figure. Management 1. Copy the flagger figures onto card stock. 2. Each student will need two flaggers, four paper fasteners, and three yellow squares and three red squares. 3. Prepare two flags that are large squares of construction paper to be used to demonstrate the semaphore system. Procedure 1. Ask the Key Question and state the Learning Goals. 2. Demonstrate a letter of your choice. Tell the students that they will be studying the angles used to make up this signaling system. Discuss the need for this type of communication privacy, failure of other technology, etc. 3. Distribute the student pages. Be sure to tell students that the flagger icon is facing them so the flagger s right arm actually appears on the left side of the icon. Give them the example of the letter A. The flag in the flagger s right hand is held at an acute angle (as measured from the flag to the shoulder and the shoulder down the leg). The other flag held in the left hand is at zero degrees, or at no angle. 4. Ask the students to look for patterns in the positions of the flags as they relate to the letters of the alphabet. [They should note that the right hand is the only hand to move for letters A, B, C, and D. The right hand follows a progression of around the clock. Once it reaches the straight angle, the hands switch roles and the left hand continues. The letters E, F, and G are completed AIMS Education Foundation

3 this way. The around the clock progression continues with the left hand flag beginning at a different starting point with each sequence. Note that for the letter O, the left hand crosses over the body and for the letters W and X the right hand crosses over the body. If students use these letters, come to a class consensus as to how to describe those angles.] 5. Distribute the card stock flaggers, paper fasteners, and the colored squares. 6. Have students make the two-colored flags as directed on the student page. 7. Direct them to cut out and assemble the flaggers. Have them glue or tape the flags onto the arms of the flaggers. 8. Encourage students to write R for right side and L for left side on their flaggers. This will help them as they describe the angles used to form their initials. 9. Tell students to position the arms of their flaggers to make the initials of their first and last name. 10. Have them describe the angles of the arms for each of the letters. Connecting Learning 1. What is an acute angle? 2. Name a letter made from two acute angles. [N] 3. Which letters have a zero-degree angle (no angle) for one of the flags? [A, B, C, D, E, F, G] 4. Which letters are made from an acute angle and a right angle? [H, M, S, and Z] 5. How can you determine if something is an acute angle? [It is less than a right.] 6. How can you determine if something is an obtuse angle? [It is greater than a right angle.] 7. What angle do the letters D, I, K, P, T, and V have in common? [a straight angle] 8. What are you wondering now? Extension 1. Have students make flags and signal messages to each other. Internet Connection Select the Learning Center link Flags. Scroll to the bottom of the page. Click on link Semaphore Flag Signaling System. * Copyright National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved AIMS Education Foundation

4 Key Question What angles are used when we form the letters for the initials in our names using the semaphore alphabet? Learning Goals write their initials using the semaphore flag signaling system; look for patterns in the flag signaling system; and relate the positions of the flags to acute, right, obtuse, and straight angles AIMS Education Foundation

5 1. Make two small flags. Fold one red square along the diagonal. Cut along the fold line to make two triangles. Glue one red triangle on top of each of two yellow squares. Fold a yellow square along the diagonal. Cut along the fold line to make triangles. Glue one yellow triangle on top of each of two red squares. 2. Cut out your two flaggers. Cut out their four arms. Use paper fasteners to attach two arms to each flagger. Match the Xs on the arms to the Xs on the flaggers bodies. 3. Glue or tape the flags to the flaggers arms. 4. Write the letter R on the flaggers right arms. (Be careful. Watch which way the flagger is facing.) Write the letter L on the flaggers left arm. 5. Form your first and last initials using the flaggers. 6. Record what angles you had to use in order to form the letters. First initial: Right arm angle: Left arm angle: Last initial: Right arm angle: Left arm angle: AIMS Education Foundation

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7 Semaphore Alphabet AIMS Education Foundation

8 Connecting Learning 1. What is an acute angle? 2. Name a letter made from two acute angles. 3. Which letters have a zero-degree angle (no angle) for one of the flags? 4. Which letters are made from an acute angle and a right angle? 5. How can you determine if something is an acute angle? 6. How can you determine if something is an obtuse angle? 7. What angle do the letters D, I, K, P, T, and V have in common? 8. What are you wondering now? AIMS Education Foundation

9 TM Thank you for your purchase! Please be sure to save a copy of this document to your local computer. This activity is copyrighted by the AIMS Education Foundation. All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means except as noted below. A person or school purchasing this AIMS activity is hereby granted permission to make up to 200 copies of any portion of it, provided these copies will be used for educational purposes and only at one school site. For a workshop or conference session, presenters may make one copy of any portion of a purchased activity for each participant, with a limit of five activities or up to one-third of a book, whichever is less. All copies must bear the AIMS Education Foundation copyright information. Modifications to AIMS pages (e.g., separating page elements for use on an interactive white board) are permitted only within the classroom or school for which they were purchased, or by presenters at conferences or workshops. Interactive white board files may not be uploaded to any third-party website or otherwise distributed. AIMS artwork and content may not be used on non-aims materials. AIMS users may purchase unlimited duplication rights for making more than 200 copies, for use at more than one school site, or for use on the Internet. Contact Duplication Rights or visit the AIMS website for complete details. P.O. Box 8120, Fresno, CA permissions@aimsedu.org

10 Topic Geometry: Angles Key Question What angles are used when we form the letters for the initials in our names using the semaphore alphabet? Learning Goals Students will: write their initials using the semaphore flag signaling system; look for patterns in the flag signaling system; and relate the positions of the flags to acute, right, obtuse, and straight angles. Guiding Document Common Core Standards for Math* Geometic measurement: understand concepts of angle and measure angles. (4.MD) Draw and identify lines and angles, and classify shapes by properties of their lines and angles. (4.G) Math Geometry angles right, acute, obtuse, straight Integrated Processes Observing Comparing and contrasting Communicating Interpreting data Materials Flagger figure Paper fasteners Yellow and red paper squares, 5 cm 2 Glue or tape Student pages Background Information The semaphore flag signaling system is used when auditory communication is not possible. Students might relate to a catcher s signal to a pitcher as a way to secretly send messages. The semaphore flag signaling system uses the position of the flags to denote letters. There is a distinct pattern in the position of the arms when representing the 26 letters of the alphabet. By relating the positions of the flagger s arms to acute, right, obtuse, and straight angles, students can spell out their initials and send messages to each other. In this activity, there are clear distinctions between the angles. The acute angle is approximately 45 degrees, right (the standard to which others are compared) is 90 degrees, the obtuse angle is 135 degrees and the straight angle is 180 degrees. There will also be situations in which the angle is zero degrees no angle at all. Students will relate each flag to the hand that holds it and the side of the body on which it appears. The base ray will be a line running from the paper fastener down the leg of the flagger figure. Management 1. Copy the flagger figures onto card stock. 2. Each student will need two flaggers, four paper fasteners, and three yellow squares and three red squares. 3. Prepare two flags that are large squares of construction paper to be used to demonstrate the semaphore system. Procedure 1. Ask the Key Question and state the Learning Goals. 2. Demonstrate a letter of your choice. Tell the students that they will be studying the angles used to make up this signaling system. Discuss the need for this type of communication privacy, failure of other technology, etc. 3. Distribute the student pages. Be sure to tell students that the flagger icon is facing them so the flagger s right arm actually appears on the left side of the icon. Give them the example of the letter A. The flag in the flagger s right hand is held at an acute angle (as measured from the flag to the shoulder and the shoulder down the leg). The other flag held in the left hand is at zero degrees, or at no angle. 4. Ask the students to look for patterns in the positions of the flags as they relate to the letters of the alphabet. [They should note that the right hand is the only hand to move for letters A, B, C, and D. The right hand follows a progression of around the clock. Once it reaches the straight angle, the hands switch roles and the left hand continues. The letters E, F, and G are completed AIMS Education Foundation

11 this way. The around the clock progression continues with the left hand flag beginning at a different starting point with each sequence. Note that for the letter O, the left hand crosses over the body and for the letters W and X the right hand crosses over the body. If students use these letters, come to a class consensus as to how to describe those angles.] 5. Distribute the card stock flaggers, paper fasteners, and the colored squares. 6. Have students make the two-colored flags as directed on the student page. 7. Direct them to cut out and assemble the flaggers. Have them glue or tape the flags onto the arms of the flaggers. 8. Encourage students to write R for right side and L for left side on their flaggers. This will help them as they describe the angles used to form their initials. 9. Tell students to position the arms of their flaggers to make the initials of their first and last name. 10. Have them describe the angles of the arms for each of the letters. Connecting Learning 1. What is an acute angle? 2. Name a letter made from two acute angles. [N] 3. Which letters have a zero-degree angle (no angle) for one of the flags? [A, B, C, D, E, F, G] 4. Which letters are made from an acute angle and a right angle? [H, M, S, and Z] 5. How can you determine if something is an acute angle? [It is less than a right.] 6. How can you determine if something is an obtuse angle? [It is greater than a right angle.] 7. What angle do the letters D, I, K, P, T, and V have in common? [a straight angle] 8. What are you wondering now? Extension 1. Have students make flags and signal messages to each other. Internet Connection Select the Learning Center link Flags. Scroll to the bottom of the page. Click on link Semaphore Flag Signaling System. * Copyright National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved AIMS Education Foundation

12 Key Question What angles are used when we form the letters for the initials in our names using the semaphore alphabet? Learning Goals write their initials using the semaphore flag signaling system; look for patterns in the flag signaling system; and relate the positions of the flags to acute, right, obtuse, and straight angles AIMS Education Foundation

13 1. Make two small flags. Fold one red square along the diagonal. Cut along the fold line to make two triangles. Glue one red triangle on top of each of two yellow squares. Fold a yellow square along the diagonal. Cut along the fold line to make triangles. Glue one yellow triangle on top of each of two red squares. 2. Cut out your two flaggers. Cut out their four arms. Use paper fasteners to attach two arms to each flagger. Match the Xs on the arms to the Xs on the flaggers bodies. 3. Glue or tape the flags to the flaggers arms. 4. Write the letter R on the flaggers right arms. (Be careful. Watch which way the flagger is facing.) Write the letter L on the flaggers left arm. 5. Form your first and last initials using the flaggers. 6. Record what angles you had to use in order to form the letters. First initial: Right arm angle: Left arm angle: Last initial: Right arm angle: Left arm angle: AIMS Education Foundation

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15 Semaphore Alphabet AIMS Education Foundation

16 Connecting Learning 1. What is an acute angle? 2. Name a letter made from two acute angles. 3. Which letters have a zero-degree angle (no angle) for one of the flags? 4. Which letters are made from an acute angle and a right angle? 5. How can you determine if something is an acute angle? 6. How can you determine if something is an obtuse angle? 7. What angle do the letters D, I, K, P, T, and V have in common? 8. What are you wondering now? AIMS Education Foundation