- Observe students as they work in groups. Notice which students need assistance or seem lost. Make a note of
who each student is and set aside a time to check in with each of these students. - Create an observation checklist of things to watch for when students are completing exercises in a group.
- Pay close attention to student thinking during discussions before and after an activity.
Rays and Angles
I.SectionObjectives
- Understand and identify rays.
- Understand and classify angles.
- Understand and apply the protractor postulate.
- Understand and apply the angle addition postulate.
II.MultipleIntelligences
- Activity with identifying rays and angles.
Have students work in small groups. Assign one group rays and the other group angles. Using rulers, the students
need to design a series of either rays or angles. You can use index cards for this activity. Then have the groups
switch cards. The angle group needs to name all of the rays that the other group has drawn. The ray group needs to
name all of the angles that the angle group has drawn. Then the groups exchange answers and check each other’s
work. This involves discussion and peer tutoring as well.
Addresses the following intelligences
- – Linguistic- students discuss their answers and thinking
- Logical- mathematical- students draw their angles and rays
- Spatial- visual- students draw angles and rays
- Interpersonal- students share their thinking in a group
- Intrapersonal- students explain their answers in a group
- Activity with Protractors
Provide students with drawings of several different angles. You can use the angles that were drawn in the previous
activity. Have students measure their angles using protractors. Then have the students all share in a class discussion.
III.SpecialNeeds/Modifications
- Begin each lesson with a review of previously learned vocabulary words and information. This helps students
to recall what they have learned in a previous lesson. It also decreases the number of confused students once
an assignment has been given. - Write all vocabulary on the board or overhead. Request that students write these terms in their notebooks.
- Vocabulary for this lesson
- Ray- include symbol notation and an example
- Angle- include symbol notation and a diagram with sides and vertex labeled.
- Right angle- include drawing
- Perpendicular- include symbol
- Acute angle- include drawing
- Obtuse angle- include drawing
- Straight angle- include drawing
4.1. Basics of Geometry