Create a premium, clean Grade 6 CBSE/NCERT mathematics animation for Athena Learning Solutions in 16:9 landscape. Mili is the sole guide. Use the attached approved Mili school-uniform image as the character reference. Preserve her recognisable face, warm skin tone, large brown eyes, dark-brown side braid, small gold stud earrings, age appearance and polished 3D character style. Keep the same light-blue collared shirt, navy pleated pinafore with belt and silver buckle, white socks and black Mary Jane shoes throughout this lesson. Do not use the yellow dress or flower-filled braid from the original face reference. Do not redesign her outfit, hairstyle or facial features. Keep her voice and appearance consistent across the opening and ending. Use simple English, a warm clear educator voice, a bright uncluttered classroom/learning space, modern EdTech motion graphics, accurate geometry and large mobile-readable visuals. The sequence headings below are directions within ONE continuous master prompt, not separate prompts. Generate visuals, spoken narration, exact overlays and answer reveals together wherever the current TomoMotion setup supports usable text and audio. Do not add extra dialogue. Do not duplicate Flow Veo opening or ending dialogue in the core narration. If integrated audio is unavailable, use the narration written inside this same prompt as the fallback voice script; do not play duplicate narration.
LESSON TITLE: “Mili’s Angle Mission — Measure, Classify & Reason”
Keep this as one continuous, connected lesson. Show the angle first, allow a short learner-thinking pause, then reveal the measurement and classification. All diagrams, protractor alignments and numbers must be mathematically correct.
SEQUENCE A — MISSION METHOD
Visual: Reveal each word with a simple icon, then hold the full line.
Exact overlay: “LOOK → MEASURE → COMPARE → CLASSIFY → CHECK”
Narration: “For every angle, look carefully, measure it, compare the measure with the key values, classify the angle, and check whether the answer makes sense.”
SEQUENCE B — MISSION 1: ACUTE ANGLE
Visual: Show an accurately drawn 40° angle without the measurement at first. Invite learners to estimate. Then position the protractor with its centre on the vertex, one arm aligned to the baseline and the correct 0° on the starting side.
Narration: “This opening looks smaller than a right angle. What measure would you expect? Let’s use a protractor to check.”
Pause, then reveal “40°”.
Narration: “Forty degrees is less than 90 degrees, so this is an acute angle.”
Exact overlay: “40° → ACUTE”
SEQUENCE C — MISSION 2: OBTUSE ANGLE AND SCALE CHOICE
Visual: Show a correctly constructed 130° angle. Set the protractor so the two scales could tempt the learner to read 50° or 130°. Highlight the starting arm and the 0° at that side.
Narration: “This angle is wider than a right angle. The protractor shows two possible readings. Should we choose 50 degrees or 130 degrees?”
Pause.
Narration: “Start from the zero on the arm that is aligned with the baseline. The correct measure is 130 degrees. It is greater than 90 degrees and less than 180 degrees, so it is obtuse.”
Exact overlays, in order: “50° OR 130°?”; “START FROM THE CORRECT 0°”; “130° → OBTUSE”
SEQUENCE D — MISSION 3: A ROTATED RIGHT ANGLE
Visual: Show a 90° angle tilted diagonally, with an accurate square marker. Place a correctly aligned protractor only after learners have time to predict.
Narration: “This angle is turned sideways. Does that change its type? Let’s check.”
Pause, then reveal “90°”.
Narration: “It measures exactly 90 degrees. It is still a right angle. Direction alone does not determine the type.”
Exact overlay: “90° → RIGHT”
SEQUENCE E — MISSION 4: STRAIGHT ANGLE
Visual: Show two arms forming a straight line, then rotate the entire line to a diagonal orientation without changing the 180° opening.
Narration: “These arms form a straight line. A straight angle measures exactly 180 degrees, even when the line points in a different direction.”
Exact overlay: “180° → STRAIGHT”
SEQUENCE F — MISSION 5: REFLEX ANGLE
Visual: Show a clearly marked large reflex region measuring 240°. The arc must travel through the larger region, not the smaller 120° region.
Narration: “This is the larger turn. It measures 240 degrees—greater than 180 degrees but less than 360 degrees. That makes it a reflex angle.”
Exact overlays: “240° > 180°”; “240° < 360°”; “240° → REFLEX”
SEQUENCE G — DOES THIS ANSWER MAKE SENSE?
Visual: Show a visibly small acute opening with no number at first. Add a speech bubble reading exactly: “I measured this angle as 140°.” Pause for learners to decide whether the claim makes sense.
Narration: “Does 140 degrees match this small opening?”
Pause.
Narration: “No. An angle of 140 degrees is obtuse, but the opening shown is smaller than a right angle. The number does not match the picture. We must check our measurement and scale.”
Exact overlays: “SMALL OPENING → LESS THAN 90°”; “140° → OBTUSE”; “CHECK THE MEASURE!”
SEQUENCE H — ESTIMATE, THEN VERIFY
Visual: Show an angle first and ask learners to estimate. Then reveal a measured 65° angle and a separate 125° angle. Both diagrams must match their measures.
Narration: “Estimate before measuring. Is the first angle smaller than 90 degrees, close to 90 degrees, or greater than 90 degrees?”
Pause.
Narration: “The first angle measures 65 degrees, so it is acute. The second measures 125 degrees, so it is obtuse. Estimating does not replace measuring. It helps us check whether the measurement makes sense.”
Exact overlays: “65° < 90° → ACUTE”; “90° < 125° < 180° → OBTUSE”
SEQUENCE I — QUICK CLASSIFICATION
Show one card at a time, pause, then reveal:
“40°” → “ACUTE”
“90°” → “RIGHT”
“130°” → “OBTUSE”
“180°” → “STRAIGHT”
“240°” → “REFLEX”
Narration: “Think of the angle type before the answer appears. Compare each measure with 90 degrees and 180 degrees.”
After reveal: “Well done. Now check whether the angle drawing and its measure agree.”
SEQUENCE J — FINAL MEMORY AND BRIDGE
Visual: Show the five-row classification chart and then a clean blank angle workspace with a protractor.
Exact overlay: “LOOK → MEASURE → COMPARE → CLASSIFY → CHECK”
Narration: “You can now measure, classify and check an angle. In the next lesson, we’ll use a protractor to draw an angle with a given measure.”
Final overlay: “NEXT: DRAWING ANGLES WITH A PROTRACTOR”
STRICT ACCURACY
The angle values must match the diagrams: 40° acute, 90° right, 130° obtuse, 180° straight, 240° reflex, 65° acute and 125° obtuse. For the 240° reflex angle, show the larger arc. The small opening in Sequence G must visibly be acute, making the 140° claim incorrect. Protractor centre, baseline, starting 0° and selected scale must be consistent. Do not teach the full construction procedure in this video. No extra characters or additional dialogue.
