Draw the 60° angle slowly and deliberately on the IWB, in silence. Cross for the vertex first, then baseline ray, then protractor seated on the cross with zero on the ray, then count to 60 and mark the dot, then lift the protractor and connect. Do not narrate — pupils are watching the order.

When the angle is finished, turn to the class and ask: what was the very first thing I did, before the protractor even touched the page? Take three hands-up answers, listening for 'cross' or 'vertex'.

Walk each example aloud, one at a time. For each angle, retrace the four steps in the air with your finger on the IWB.

• 60° — anchor example. The dot lands well clear of the baseline; the second ray is easy to draw cleanly.
• 95° — the dot lands very close to the protractor's centre top. Pupils often slip the protractor here. Emphasise: mark the dot first, lift the protractor second.
• 135° — choose the scale that starts at zero on the baseline ray. If your ray points right, the inner scale climbs from right; if it points left, the outer scale climbs from left.
• 175° — the fiddly case. The dot lands a sliver above the baseline. Pupils tend to overshoot to 180°; warn them to count slowly past 170°.

This round rehearses the physical protocol with a real protractor, not the on-screen drag. The angle-tool widget appears only at the end of each round to confirm the finished size as a sanity check.

If you have a document camera, set it on the front desk so the volunteer's protractor work is projected on the IWB; otherwise use a teacher's large board protractor and let the volunteer talk through each step while you draw.

Call 110° first — a comfortable obtuse, the scale-choice is clean. Then 75° — close enough to 90° that pupils have to count slowly past 70°.

The teacher leads the steps. Before each move, ask the class for the next step and take a quick answer before the volunteer acts. That keeps every pupil active across the 10 minutes, not just the volunteer.

After each volunteer's angle is drawn on paper, ask the class: does it look acute or obtuse? as a sanity check. Then drag the orange ray on the angle-tool to where the class believes the second ray should be, and read the on-screen number aloud.

Watch for the inner-vs-outer-scale slip — if a volunteer reads 110° but the ray sits at 70°, they have jumped scales mid-count. Have them touch the baseline ray with one finger and trace from zero up the scale that meets that finger.

This is the on-screen practice bank. 4 or 5 pupils take turns at the IWB through the five angles — not the whole class. With ~90 seconds per turn that fills the 10 minutes cleanly.

The rest of the class has a defined job: before each Check press, the watching pupils classify the angle aloud ('acute… obtuse…') and say whether the on-screen ray looks roughly right. That keeps every pupil active, not just the pupil at the board.

About the relationship to the copybook work: the on-screen ✓ confirms ray-position-to-degree, which is a different skill from the protractor protocol pupils just used on paper. The five target values are the same as the copybook bank for continuity — pupils see the same angles in both representations — but the on-screen check is not validating the copybook work. Both representations are practising different halves of the same understanding.

Note out loud when a pupil's first attempt lands inside the 2° tolerance — it grounds the idea that precision-to-the-nearest-degree is the working standard.

The 90° target is the giveaway — make sure that one goes to a pupil who needs a confidence win. The 165° target is the keeper for last; it is the trickiest of the five and pupils tend to undershoot.