To start use a stick to draw a circle (pin in one end and a hole in the other) then draw a half cirlce - we discussed what the half circle looked like (moon, half a cake etc) and after a bit of prompting they remembered protractors !
We discussed how a protractor measures angles (review for DD8 and new concept for DD6) and the circle is a complete angle and a half circle is a straight angle.
We moved onto Right angles (quarter of a circle) and then obtuse and acute (DD6 remembered these terms from her triangle work)
We used the sticks to make/draw each angle and labelled them (inc Latin)
Right angle - rit middle english meaning straight up
Obtuse - Latin obtuses meaning large/blunt
Acute - Latin acutese meaning sharp
We then discussed how much a complete angle was - they started by saying it was 4 right angles so added 90 degrees together 4 times - we agreed it was 360 degrees so then I posed the question
'If a complete angle is a circle do all circles have 360 degrees?'
one thought they did and the other was convinced that smaller circles would have smaller angles. This lead beautifully to a lesson I'd seen on Jimmies Collage where you cut out a few circles of varying sizes and cut each circle into pieces, measure the angles to prove the theory and finish by writing it all up on a notebook page.