Reflection: Student Ownership Finding Angles - Section 2: Locating Examples


One of my particularly creative students, decided that making the angles would be much easier using his body to find the angles.  So instead of looking for inanimate objects, he used his elbow joint to create each of the examples. I asked him to explain to me how he thought of this idea, and he explained it was from the discussion about the lounge chair and also from making some simple machines projects in his second grade classroom.  He described his project included using levers and pulleys to have a ball travel through a track and into a basket.  He went on to describe how he now realized he was using angles in that project without realizing he was using math.  

When I continued to ask about why he used his elbow joint for this activity, he said it was just easier than finding the examples in the room. So I asked him if he could think of other parts of his body he could use to find the angles.  He immediately made the connection with his knee joint as well. Later in the week after PE class, he came to me and said he could also create the angles by bending at his waist.

This particular student is very interested in science and how things work, and while I had not intended for this type of example,  it demonstrated the critical connection between  math and science. 

  Creative Thinking
  Student Ownership: Creative Thinking
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Finding Angles

Unit 7: Geometry
Lesson 3 of 5

Objective: SWBAT to locate and name three different types of angles using items in the classroom

Big Idea: The three types of angles, right, acute, and obtuse, exist in our everyday surroundings. Students find these angles using classroom items.

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