Review the acute, obtuse, right angles terms with motions with the students that were covered in the previous lesson. I think it is important to make a connection with the learning of previous days so that students can see the value of their daily instruction. I call on students to give examples of angles and ask the class to respond with appropriate word and motion. Allow for about 10 student lead examples and responses.
To solidify the concepts of acute, obtuse, and right angles the students may need a bit more practice. In today’s practice portion of the lesson students will create their own angle on a sticky note and then evaluate their peers’ examples by moving around the room.
Each students is given a sticky note, where they draw an example of any type of angle discussed thus far. Students are also given a number to put on their sticky note. You can number by seating order or any classroom numbering system you may already have. If there are 28 students, give out the numbers 1-28. Additionally, students should get a piece of lined paper and number it 1-28.
Once these two steps are complete then procedures for this activity should be introduced. I tell the students they will be completing a tour around the room and solving the puzzle that each classmate has created. The students will become quite excited about doing this type of activity so I make it very clear what the expectations are while they are completing this activity. I continue by telling them that when we beginning everyone must stand up and push in their chair. When they travel around the room they are to remain standing and assess their partners angle. They need to be respectful of their classmates’ space as they are moving around and everyone must walk from station to station. The number that is on the sticky note is where the answer goes on the lined piece of paper they have previously numbered. Once the students are clear on the directions, have them answer their question first. When all are ready, make an announcement to have them stand up and they may begin.
Allow the students about 10-15 minutes to tour the room. Give them a warning call when there is about 2 minutes left and then have them return to their seat.
I think it is important at this point to offer the students some immediate feedback as to how they did while completing this activity. I also allow for some student responses as to how they felt about this activity.
To wrap up this activity I will quickly correct the answers with the students. I have them use a crayon to mark wrong answers. Then I proceed to help the students correct their papers by asking each number to give the correct type of angle they drew. This was a very student centered activity and I believe it is important to keep that going while correcting their responses. To ensure that the students are giving the correct answers I circulate the room and verify their responses. I ask them, “Number 1, what type of angle are you?” I expect my students to respond with a complete sentence so a response from any student should be, “I am a _________ angle.”
As a way to monitor the students’ level of understanding in types of angles I would like to see a written response from them. It is important to make a written connection to learning. This has always been an important learning tool for me because I am more likely to remember it if I write it down. I ask the students to tell me what their angle is and why by writing it on the back of their lined sheet of paper.
I collect the papers and monitor them to check the progress of the students. I monitor two things while examining the papers. One, I look to see the answer to what type of angle they are and why. Two, I look at how many of the questions they students got wrong. By doing this I am able to see if any students are still struggling with the concept of angle types.