Mathematics Reflection

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The three students I focused on all struggled because they had a partial understanding of how to use a protractor. These students were confused about which way they should measure their angle. Instead of following the numbers the way their angle opened, they measured it from the opposite side. This resulted in a large number when they were measuring an acute angle. These students still had a partial understanding of how to use their protractor because they set it up correctly. The angle measurement they should have had was 57 degrees. These students’ answers were around 123 degrees. This means that their protractors were set up correctly, they were just looking at the wrong side. 3: Developing Students’ Mathematical Understanding Based …show more content…

Standards: 4.G.3: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint. 4.G.4: Identify, describe, and draw rays, angles (right, acute, obtuse), and perpendicular and parallel lines using appropriate tools (e.g., ruler, straightedge and technology). Identify these in two-dimensional figures. 4.M.6: Measure angles in whole-number degrees using appropriate tools. Sketch angles of specified …show more content…

Although only half of the students misunderstood the types of angles, I thought it would be useful for everyone to review. Only two of my students were able to master using a protractor correctly, so I felt that this was an important concept that the whole group needed to be taught in a new format. When teaching the students how to use a protractor in my original lesson, I did not have a large example for everyone to see while I was explaining this. I think that this visual was necessary for the students to gain a better understanding. As a result, I included a guided practice portion where everyone could see how I was using and manipulating the protractor. To begin my re-engagement lesson, we reviewed the different types of angles. I had my students show me the different types of angles with their arms. I gave them examples of a few different angle measurements and they showed me which type of angle it would be. With each example I had the students explain to me why they chose their answer. I used this explanation process help them think through their answers and conceptualize each type of angle. This activity helped the students that were confusioned about the different types of

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