Reflection: Connection to Prior Knowledge Angle Measurements - Section 1: Concept Development

 

In the past, I had assumed that most, if not all, students came into a high school geometry course knowing how to use a protractor. I was surprised to find out that many of my students- even the advanced ones- did not come in knowing how to use this tool.

I found myself giving the spiel on how to use a protractor to one student students, and then another, and so on, until finally wised up to the fact that I should just train all students to use protractors before requiring them to do so on their own.

Of course there were students who did know how to use  a protractor. For these students, I tried to add an extra level of sophistication to the presentation so that they could take something away from it that they didn't already know. Particularly, I introduced the notion of initial side and terminal side of an angle, terminology which students will encounter as they progress into more advanced courses. 

So, to generalize, I found that today's students have not had a whole lot of experience using rulers, protractors, compasses so they need explicit training on how to use these tools correctly. Failing to incorporate this training at the beginning causes lots of wasted time and energy explaining things one-on-one that could be explained once to the whole class.

  The need for tool training
  Connection to Prior Knowledge: The need for tool training
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Angle Measurements

Unit 2: Geometry Foundations
Lesson 8 of 14

Objective: SWBAT measure angles using a protractor and create angles to specifications; SWBAT classify angles and identify complementary and supplementary angle pairs.

Big Idea: Tool Time! In this lesson, students learn to use a protractor to measure and create angles.

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  85 minutes
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