Reflection: Intervention and Extension Basic Constructions - Section 3: Guided Practice


When I first taught this lesson, I underestimated the disparity among students with respect to how quickly they would learn to perform the constructions in this lesson. I thought all students would pick up the techniques in similar amounts of time given that I would be showing the steps for each construction and all they would have to do would be to watch and replicate.

As it turned out, I had students who finished quickly and others who seemed unable to make sense of what they were seeing and needed to have the demonstrations repeated over and over again before they felt comfortable trying them on their own.

The second time I taught the lesson, I dealt with this disparity by using a looser structure than I had originally planned to use. For the first demonstration of each construction, I had all of my students put their tools down so that they could pay attention to my narration. In that narration, I described each step, one at a time, pausing after each step, using academic vocabulary. I also explained the purpose for each step. 

After that, I basically put the demonstrations on a loop to play continuously. As students were working, I walked around and saw what there was to see. If a student had already finished, I asked them to explain the steps to me from start to finish. This would allow me to see if they had truly learned the steps or if they had merely followed individual directions without learning the process as a whole. If I noticed that a student was having trouble, I gave assistance. It tended to be technical issues, such as how to keep the compass point from moving or needing to adjust the pencil height. For others, they just couldn't keep up with the pace of the demonstration. By the time I could see who these students were, most other students had already finished so I could slow the demonstration down by pausing it after each step. 

In order to keep the class on pace, I decided to allow students who were lagging behind to finish the written explanation of steps at home so that we could move on to the next construction for students who were waiting. So basically, I tried to create a structure that allowed students to work at their own pace. I chose to make time the constant and amount of work finished the variable in the situation. However, I did require students who didn't finish all work in class to go home and finish it.

  Intervention and Extension: Differentiation
Loading resource...

Basic Constructions

Unit 2: Geometry Foundations
Lesson 9 of 14

Objective: SWBAT perform the following constructions and informally explain why they work: Copy a segment; Bisect a segment; Copy an angle; Bisect an angle; SWBAT use measurement to verify constructions

Big Idea: We're Under Construction....and not sorry about it. In this lesson students use a compass and straightedge to perform basic geometric constructions and explain why they work.

  Print Lesson
5 teachers like this lesson
Math, Constructions
  90 minutes
under construction by laalex d4ahebb
Similar Lessons
Human Conics: Circles and Ellipses
12th Grade Math » Conic Sections
Big Idea: Students collaborate with partners to become a human conic section and draw circles and ellipses using sidewalk chalk.
Phoenix, AZ
Environment: Urban
Tiffany Dawdy
Verifying Properties of Constructions
Geometry » Triangles and Congruence
Big Idea: Students use interactive geometry software to confirm their predictions about straight-edge and compass constructions. It's all done with triangles!
Ault, CO
Environment: Rural
Tom Chandler
Line It Up!
Geometry » Line-sanity!
Big Idea: In this student-centered lesson, students work together to construct parallel and perpendicular lines while also writing equations for these lines.
Saratoga Springs, NY
Environment: Suburban
Stephanie Conklin
Something went wrong. See details for more info
Nothing to upload