Reflection: Continuous Assessment Drawing Angles - Section 1: Concept Development


I've tagged this reflection as continuous assessment because of the way I structured this lesson, students were able to reflect on their skills and adjust as necessary through out this lesson. I wasn't necessarily assessing them, but they were assessing themselves and getting partner feedback.   

As my school days wane, I'm finding it really crucial to have my partner work and partner talk be more guided than in earlier parts of the year.  My students are so comfortable with each other and the class at this point, they often start discussing other things during partner work.  

I set up this partner task so that each error would need to be discussed.  Students actually wrote "measuring error or drawing error" on each rectangle in which an error was marked.   This helped guide students thoughts and conversations.  They had a reason to discuss the angles and discover the type of error made in order to deepen both students understanding. 

  Talking about errors was helpful to many
  Continuous Assessment: Talking about errors was helpful to many
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Drawing Angles

Unit 9: Geometry
Lesson 7 of 11

Objective: SWBAT use a protractor to draw angles.

Big Idea: In this direct instruction lesson, students use a protractor to draw angles specified.

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draw angles
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