Reflection: Rigor Arcs and Angles: Central and Inscribed Angles - Section 2: Discovery: Arcs and Angles in Circle


What I really appreciate about the Four Corners participation structure is that it gives students time to investigate and conjecture about an arcs and angles relationship in “expert” groups before sharing out to others in their “home” groups.  While students worked in their expert groups, I circulated the room, which gave me time to listen to students’ discussions, ask questions, and push them to explain how they know.  

I found I was able to have really meaningful conversations with students, helping them to see the big picture in front of them.  For example, students investigating the opposite angles of a quadrilateral inscribed in a circle often compared their exact angle measurements; they didn’t always notice that the angles were supplementary, nor did they always push themselves to explain why it made sense that the angles would have to be supplementary.  These were the moments where I felt the most learning happened, when I could observe a group, highlight a seemingly unimportant insight a student had noticed, to help the group to converge on a shared understanding of an important idea.  

  Working in Small Groups to Become an “Expert”
  Rigor: Working in Small Groups to Become an “Expert”
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Arcs and Angles: Central and Inscribed Angles

Unit 9: Discovering and Proving Circles Properties
Lesson 4 of 8

Objective: Students will be able to solve problems using arcs, angles, and chords.

Big Idea: By engaging in a Four Corners-Jigsaw Activity, students conjecture about inscribed angles and arcs in circles.

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Math, Geometry, circles, properties of circles, circle constructions
  65 minutes
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