Angles - basic
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Learn more
Introduction
Introduction to the course
The angles challenge!
The angles challenge!
The angles challenge (image)
What students meet and when
What students meet and when
How Diagnostic Questions are used
How are Diagnostic Questions used?
Link: Diagnostic Questions
Link: Eedi
Mistakes versus misconceptions
1. Mistakes versus misconceptions
2. Do Diagnostic Questions cause misconceptions?
Research: The memorial consequences of multiple-choice testing
Research: Multiple-Choice Tests Exonerated, at Least of Some Charges: Fostering Test-Induced Learning and Avoiding Test-Induced Forgetting
Concept 1: Estimate and measure angles
1. Where might students go wrong?
2. DQ 1 (question)
DQ1 (image)
3. DQ1 (answer)
4. Comparing angles, line lengths and arcs
5. DQ2 (question)
DQ2 (image)
6. DQ2 (answer)
7. Estimating the size of angles - reflection
8. DQ3 (question)
DQ3 (image)
9. DQ3 (answer)
10. DQ4 (question)
DQ4 (image)
11. DQ4 (answer)
12. Measuring the size of angles - reflection
13. What can we do - retrieval
14. What can we do - remove the scales
Resource: protractor with no scales
15. What can we do - intelligent practice
Resource: Measuring angles
Concept 2: Angles in triangles
1. Where might students go wrong?
2. DQ1 (question)
DQ1 (image)
3. DQ1 (answer)
4. How do different age groups get on?
5. DQ2 (question)
DQ2 (image)
6. DQ2 (answer)
7. Scalene triangles - reflection
8. DQ3 (question)
DQ3 (image)
9. DQ3 (answer)
10. DQ4 (question)
DQ4 (image)
11. DQ4 (answer)
12. Isosceles traingles - reflection
13. What can we do - include the unusual
Twitter thread on "base" angles
14. What can we do - go deep
Resource: two isosceles triangles stuck together
15. What can we do - intelligent practice
Resource: Angles in isosceles triangles
Concept 3: Angles on a straight line
1. Where might students go wrong?
2. DQ1 (question)
DQ1 (image)
3. DQ1 (answer)
4. DQ2 (question)
DQ2 (image)
5. DQ2 (answer)
6. DQ3 (question)
DQ3 (image)
7. DQ3 (answer)
8. DQ4 (question)
DQ4 (image)
9. DQ4 (answer)
10. Angles on a straight line - reflection
11. What can we do - be more careful with language
12. What can we do - examples and non-examples
Resource: angles on a straight line: yes/no?
13. What can we do - practice questions
Resource: angles on a straight line worksheets
14. What can we do - Frayer diagram for retrieval
The angles challenge results!
1. Angles challenge results
2. How to get the data
Link: Diagnostic Questions
3. How to use the data
Conclusion
1. Your takeaway
2. Resources
My online courses.mp4
Link: My online courses
Link: Diagnostic Questions
Link: Eedi
Link: Eedi Help website
Products
Course
Section
The angles challenge!
The angles challenge!
Angles - basic
Buy now
Learn more
Introduction
Introduction to the course
The angles challenge!
The angles challenge!
The angles challenge (image)
What students meet and when
What students meet and when
How Diagnostic Questions are used
How are Diagnostic Questions used?
Link: Diagnostic Questions
Link: Eedi
Mistakes versus misconceptions
1. Mistakes versus misconceptions
2. Do Diagnostic Questions cause misconceptions?
Research: The memorial consequences of multiple-choice testing
Research: Multiple-Choice Tests Exonerated, at Least of Some Charges: Fostering Test-Induced Learning and Avoiding Test-Induced Forgetting
Concept 1: Estimate and measure angles
1. Where might students go wrong?
2. DQ 1 (question)
DQ1 (image)
3. DQ1 (answer)
4. Comparing angles, line lengths and arcs
5. DQ2 (question)
DQ2 (image)
6. DQ2 (answer)
7. Estimating the size of angles - reflection
8. DQ3 (question)
DQ3 (image)
9. DQ3 (answer)
10. DQ4 (question)
DQ4 (image)
11. DQ4 (answer)
12. Measuring the size of angles - reflection
13. What can we do - retrieval
14. What can we do - remove the scales
Resource: protractor with no scales
15. What can we do - intelligent practice
Resource: Measuring angles
Concept 2: Angles in triangles
1. Where might students go wrong?
2. DQ1 (question)
DQ1 (image)
3. DQ1 (answer)
4. How do different age groups get on?
5. DQ2 (question)
DQ2 (image)
6. DQ2 (answer)
7. Scalene triangles - reflection
8. DQ3 (question)
DQ3 (image)
9. DQ3 (answer)
10. DQ4 (question)
DQ4 (image)
11. DQ4 (answer)
12. Isosceles traingles - reflection
13. What can we do - include the unusual
Twitter thread on "base" angles
14. What can we do - go deep
Resource: two isosceles triangles stuck together
15. What can we do - intelligent practice
Resource: Angles in isosceles triangles
Concept 3: Angles on a straight line
1. Where might students go wrong?
2. DQ1 (question)
DQ1 (image)
3. DQ1 (answer)
4. DQ2 (question)
DQ2 (image)
5. DQ2 (answer)
6. DQ3 (question)
DQ3 (image)
7. DQ3 (answer)
8. DQ4 (question)
DQ4 (image)
9. DQ4 (answer)
10. Angles on a straight line - reflection
11. What can we do - be more careful with language
12. What can we do - examples and non-examples
Resource: angles on a straight line: yes/no?
13. What can we do - practice questions
Resource: angles on a straight line worksheets
14. What can we do - Frayer diagram for retrieval
The angles challenge results!
1. Angles challenge results
2. How to get the data
Link: Diagnostic Questions
3. How to use the data
Conclusion
1. Your takeaway
2. Resources
My online courses.mp4
Link: My online courses
Link: Diagnostic Questions
Link: Eedi
Link: Eedi Help website
Let's get warmed up by trying to understand why these questions are troublesome
2 Lessons
The angles challenge!
The angles challenge (image)