Pg 10. Compass: What, How, and Use
It was important to diagram (trace) and label the components of a compass. We took a few minutes and practiced constructing circles with the compass on scratch paper to discuss the essential task of a compass.
Pg 11. I begin angles with a page called Angle Basics. This page focuses on the components of an angle. I feel that in geometry it is very important to know and continually recognize angles.
Pg 12. How To Measure an Angle
For this page, my students are given a regular plastic protractor an angle, and together they are to build a set of three to four step instructions on how to measure and angle.
Then we take an envelope, cut it half and use it as a pocket for their own personal protractor that I print off on a transparency.
EXCELLENT IDEA: Print reusable tools like rulers, protractors, and grids on transparencies. Templates can be found through google. I use the grids for transformations of shapes and functions, and I also discovered that they are a great tool for layering and comparing systems of equations (especially those with infinite solutions because students then understand when we say the two equations are the same line - one over the other) from a list of four to five equations.
Pg 13. Angle Construction
Each student constructed their own angle and completed a set of sentence stems.
I really like the idea of students individualizing their experience-creating diagrams, writing problems for given information, etc. This encourages students to collaborate with others about their findings and allows them to teach each other without cheating tendencies.
Next year I plan on inserting a page of Angle Construction using the compass to copy angles, bisect angles, etc.
Pg 14. Types of Angles
This page is a half fold consisting of five flaps.
I pulled this diagram from a SmartPal template book. Using a push brad and straw, we created a reusable took for types of angles. We used the straw to physically demonstrate each type of angle and then we defined them under the 'area' for that angle.
1. Engaging: Read Sir Cumference and the Great Knights of Angleland to my high school students. (They actually enjoyed it!) As I read they were given post-its and asked to write down any words or phrases they thought were important to the world of Geometry. From here, I knew that they caught the cute geometry references along with the important vocabulary. They demonstrated a significant prior knowledge for angle types (which I should expect). They then posted and organized the class post-its into some form of organization. Discussion ensues.
2. Exploring and Explaining: We complete the foldable.
3. Evaluating: I would ask them questions that required them to demonstrate a certain angle measure and type using their foldable and hold up their journals when asked. (Surprise(Elaborating): Disscussion of the two angles that actually exist each time came up!)
It just so happened that I ended up with a unannounced evaluation that day. It couldn't have gone better. I will never forget that lesson.