Reflection: Developing a Conceptual Understanding What Angles are on a Bat House? - Section 1: Mini Lesson

 

Putting up completed line plots is an intentional teaching strategy. As the students look at a model, I ask guiding questions to engage their thinking, lead them to make meaning.  Instead of walking students step-by-step on how to create a line plot, and making one together, I am asking them to critique and respond to prompts, such as:

  • What is this graph about?  How do you know?
  • What do the labels on the horizontal (x axis)  represent? Why are they important?
  • How many pennies were made in the year 2000?  What if each X represented 3?
  • Why is the frequency chart helpful?
  • How can you gather data about angles on the bat house?

I think this teaching strategy requires students to do the thinking and meaning making. It seems more efficient to many teachers to do the I do, you do, model for graphing, but having the students critique first, then apply gives them a chance to search for their own meaning, reason through steps to be taken, and make their learning their own. 

  Critique First, Create Second
  Developing a Conceptual Understanding: Critique First, Create Second
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What Angles are on a Bat House?

Unit 11: Going Batty Over Measurement and Geometry
Lesson 10 of 14

Objective: Students will be able to identify angles on a structure, organize data, and create statements according to a line plot graph.

Big Idea: Students are preparing to build bat houses. They have calculated surface area, identified nail placement, and will now collect data on angle types in this real-world activity.

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1 teacher likes this lesson
Subject(s):
Math, line plot, Geometry, Measurement and Methods, acute angles, obtuse angles, right angles, comparison, x axis, interval representations, shapes
  50 minutes
graph of angles
 
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