A one-degree angle would certainly be difficult to draw accurately, especially without the aid of other tools like a protractor. However, mentally making a one-degree angle in visualized imagination is not only possible, but it is important for students' emergent understandings of angular measure. When students begin learning about length, teachers often encourage mentally making and measuring lengths with nonstandard units. Here, the author uses "mentally making and measuring" to refer to students' imagined use of same-sized parts to either produce an amount (i.e., "make") or describe the size of an amount (i.e., "measure"). After students have had experiences making and measuring with nonstandard angular units, it is important for them to eventually transition to standard units of angular measure like degrees. Tasks and dynamic visualizations can be useful for supporting students' mental imagery; eventually, it is desirable for students to internalize the imagery and use it to solve tasks independently.