Reflection: Checks for Understanding Pulling It All Together: Parallel Lines Unit Review - Section 1: Discussion of the Homework


The last problem in the homework provides expressions for the lengths_of_the_sides of a triangle. It clearly states that these expressions represent sides - yet a number of students in my class set the sum of these expressions equal to 180 degrees!  

Each year this is something that I see students do over and over again, and each time it takes me by surprise. When I question these students, trying to help them discover their mistake, it often takes a while for them to come to some sort of epiphany.

I have asked myself if there is some connection that I am failing to help my students make. Or is it good that the students grapple with this question? Maybe they'll remember their mistake more clearly in the future?  I don't know. This is something I'll need to watch for and I think I'll repeat this type of question from time to time.

  Checks for Understanding: Always Takes Me by Surprise!
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Pulling It All Together: Parallel Lines Unit Review

Unit 3: Parallel Lines
Lesson 4 of 5

Objective: SWBAT apply their knowledge of the parallel line concepts to a unit review problem set.

Big Idea: Time to pull it all together! Students work cooperatively, applying their knowledge of parallel lines in preparation for the unit test.

  Print Lesson
Math, Geometry, supplementary angles, parallel lines, corresponding angles, Similarity and Congruence, vertical angles, right triangle, Scalene, alternate interior angles, triangle, transversal, equilateral, equiangular, acute triangle, obtuse triangle
  90 minutes
image review
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