Reflection: High Expectations Constructions Teaching Project: Day 3 of 3 - Section 1: Student Lessons

 

As I planned the Constructions Teaching Project this year, I thought some of the teaching topics could use some updating.  In the past, some of the topics felt a little basic and in some cases, a little redundant, which is why I modified some of the teaching topics to reflect the changes I had been making to my curriculum up to this point.  These changes included having students do more problem solving with angles (constructing 30, 45, and 75 degree angles, for example, and incorporating these angles in the construction of triangles and trapezoids), using a given segment as a diagonal of a rectangle to construct the rectangle (a throwback to the Tri-Mind task from the beginning of the unit, which asked students to work with special quadrilaterals), and transformations (one group taught about translations and reflections; another group taught about dilations and rotations). 

 

As I watched my students teach their lessons, I realized that changing the teaching topics raised the level of rigor for many students and resulted in a student audience that seemed genuinely engaged and willing to ask big questions that reflected both a desire to understand what construction steps to perform, but mostly, why and how those steps revealed the conceptual ideas behind the construction.  For example, students really pushed their “teachers,” getting them to re-explain how their construction of three parallel and congruent line segments allowed them to translate a given triangle, or whether or not constructing perpendiculars would truly be the only way to reflect a given figure across a given line of reflection.  

  High Expectations: Rigor and Engagement
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Constructions Teaching Project: Day 3 of 3

Unit 5: Constructions
Lesson 10 of 11

Objective: Students will be able to demonstrate and explain foundational constructions.

Big Idea: Through the Constructions Teaching Project, students will become experts at a particular construction, teaching their peers about the construction as the class reviews for the unit assessment.

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Subject(s):
Math, Geometry, modeling, Constructions, compass and straightedge
  95 minutes
centroid poster
 
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