As the students walk in the room, the Do Now is projected on the board. Students are asked to write descriptions of terms covered in previous lessons. Since this is a quick review, I only have the students write descriptions of three of the five words given. This allows for student choice. After four minutes, we go over all of the terms. I call on a student to give his or her description and then ask others to build on the definitions if necessary.
This is the second day of a two day review for the mid-course assessment. Rather than provide direct instruction, I have the students create their own study guides. The review covers topics from the units "Introduction to Geometric Proofs" and "Proofs about Triangles."
In the mini-lesson, I hand out the review sheet and explain the flow for the lesson:
For the first part of the activity, students work independently to complete the first side of the worksheet. They then check their answers with a partner. On the back of the worksheet, students create their own questions about triangle angle theorems and then have their partners answer the questions.
Before the students begin the activity, we go over an example together. I call on a student to come up with a question for the first theorem, “The sum of the lengths of two sides of a triangle must be greater than the length of the third side.” A possible question is, “Given the following sets of numbers, which could possibly represent the sides of a triangle?” I help the students to formulate the question, but they come up with the sets of sides.
At the beginning of the activity, students work on the first page of the worksheet. They write their own conditional statements, identify angle pairs, and explain the difference between theorem and postulates. After about 8 minutes, the students share their statements with a partner and compare their answers for the other questions.
For the next 8 minutes, students write their own questions. Each student in the pair chooses two different theorems to create questions. In addition to writing the questions, the students must come up with answers. They then take turns answering each other’s questions.
By creating their own questions, students are using higher order thinking skills (MP3). They need to understand the content in order to write the questions.
After the students have discussed their questions and answers with their partners, we share out some of the questions with the whole class. I choose a few students to ask or show their question on the document camera and then the other students in the class answer the question. The other students can write the questions and answers in their notebooks.