- Free
Angles - introduction (new version!)
Where do students struggle with the basics of angles, where do they come from, and what can we do to help our students?
Course overview
In this course we take a deep dive into the wonderful world of angles. Using data from 200+ million answers on my Diagnostic Questions website we see what students do well at, where they struggle, and what we can do to help them.
The areas we cover are:
The areas we cover are:
- Estimating the size of angles
- Measuring angles
- Angles in a triangle
- Angles in polygons
This workshop is ideal to enhance your subject knowledge, as well as providing a framework for planning sequences of lessons that can be applied to all topics in mathematics.
This course can be completed on your own, with a colleague, or as a department.
It is suitable for secondary school teachers (teaching students age 11 to 16) and also primary teachers teaching Years 5 and 6 (9 to ll year olds).
For answers to the most frequently asked aspects of my online courses, please visit the FAQs section at the bottom of the homepage here.
Video introduction
Contents
Background
Where do the questions and data come from... and how can you get hold of them!
1. Where do the questions come from?
2. Where does the data come from?
3. How to get the data and explanations
4. A few thoughts about mistakes and misconceptions
What students meet and when
What do students in England first encounter to big ideas of angles?
1. The challenge
Image - What do students meet and when?
2. The results
Estimating the size of angles
What do students struggle with when estimating the size of angles, and what can we do to help?
1. Introduction
2. What do students do well?
3. Guess the misconception introduction
Question 1
4. Question 1 - the results
Question 2
5. Question 2 - the results
6. Reflection
7. What can we do to help?
8. Resource - estimating the size of angles
9. Resource - estimating angles game
10. Reflection
Measuring the size of angles
What do students struggle with when measuring the size of angles, and what can we do to help?
1. Introduction
2. What do students do well?
3. Guess the misconception introduction
Question 1
4. Question 1 - the results
Question 2
5. Question 2 - the results
6. Reflection
7. What can we do to help?
8. Resource - dynamic protractor
9. Resource - blank protractor
10. Resource - measuring angles practice
11. Retrieval opportunities
12. Reflection
Angles in a triangle
What do students struggle with when dealing with the angles in a triangle, and what can we do to help?
1. Introduction
2. What do students do well?
3. Guess the misconception introduction
Question 1
4. Question 1 - the results
Question 2
5. Question 2 - the results
Question 3
6. Question 3 - the results
Question 4
7. Question 4 - the results
8. Reflection
9. What can we do to help?
10. Resource - angles in a triangle demonstration
11. Resource - always, sometimes, never 70
12. Resource - instant maths ideas
13. Resource - two isosceles triangles stuck together
14. Resource - isosceles triangle proofs
15. Reflection
Angles in a polygon
What do students struggle with when dealing with the angles in a polygon, and what can we do to help?
1. Introduction
2. What do students do well?
3. Guess the misconception introduction
Question 1
4. Question 1 - the results
Question 2
5. Question 2 - the results
6. Reflection
7. What can we do to help?
8. Resource - dynamic interior angles in polygons
9. Resource - dynamic exterior angles
10. Resource - angles in polygons depth
11. Resource - practice makes perfect
12. Reflection
Wrap-up
A few things before we say goodbye
1. A possible planning structure
IMAGE - A possible planning structure
2. Reflection
3. My online courses
PreviewLinks to my other work
Here are some links to my other work that you may (or may not!) be interested in
My books
My podcasts
My websites
Other stuff!