Before starting to learn ‘Congruent Triangles’, students will have to know all the basic angle properties of straight lines, triangles, quadrilaterals and parallel lines. Students would have learnt this before in previous stages of schooling, especially in stage 4. However, all the students cannot be expected to know this, due to either the fact that they haven’t learnt it before (due to a range of factors such as missing schooling, student migrating from other countries etc.) or that they have forgotten. Therefore, before starting to teach ‘congruent triangles’, the teacher will need to activate and consolidate key vocabulary and techniques associated to these angles.
Since the students will be expected to already know this vocabulary, there …show more content…
Each group will be given a large (A3) sheet of paper, either on a wall or on a desk. The sheets of paper will say ‘triangle properties, ‘quadrilateral properties, ‘parallel line angles’ and ‘general angles’. Each group will spend four to six minutes on a sheet of paper brainstorming all they know about the field of the given heading. Afterwards, the groups will rotate and build upon what the previous groups have left behind. The groups will rotate until they get to the sheet of paper they started with. By the time students get to the third sheet, there is a possibility that they will read it and just stand there because they have nothing else to write. To avoid this, the teach can tell students to draw some of the angles, triangles, etc. that other student have wrote. For example, if the student was to write ‘alternate angles’, the will draw and label the alternate angles, and mention that these angles are equal to each other. This will further ensure engagement and interaction. The groups will rotate until they get to the sheet of paper they started …show more content…
The teacher will write ‘geometry’ in the middle and branch out the four phrases used in brainstorms. Each group will take turns contributing to the semantic map by branching out ideas of each phrase. The teacher will then be able to assess what the students know, and consolidate and build upon the ideas and vocabulary that the students do not fully understand. Furthermore, the teacher will then be able to see what the students do not know, or what they have forgotten. The teacher can start by giving clues about certain properties that students forgot, and see if the students can remember it. If they do not remember, the teacher can say the vocabulary they’re looking for and allow the students to elaborate on it. If they cannot, then the teacher can introduce it to them and explain it to them, so that they will be able to use it while they prove ‘congruent
Since the students will be expected to already know this vocabulary, there …show more content…
Each group will be given a large (A3) sheet of paper, either on a wall or on a desk. The sheets of paper will say ‘triangle properties, ‘quadrilateral properties, ‘parallel line angles’ and ‘general angles’. Each group will spend four to six minutes on a sheet of paper brainstorming all they know about the field of the given heading. Afterwards, the groups will rotate and build upon what the previous groups have left behind. The groups will rotate until they get to the sheet of paper they started with. By the time students get to the third sheet, there is a possibility that they will read it and just stand there because they have nothing else to write. To avoid this, the teach can tell students to draw some of the angles, triangles, etc. that other student have wrote. For example, if the student was to write ‘alternate angles’, the will draw and label the alternate angles, and mention that these angles are equal to each other. This will further ensure engagement and interaction. The groups will rotate until they get to the sheet of paper they started …show more content…
The teacher will write ‘geometry’ in the middle and branch out the four phrases used in brainstorms. Each group will take turns contributing to the semantic map by branching out ideas of each phrase. The teacher will then be able to assess what the students know, and consolidate and build upon the ideas and vocabulary that the students do not fully understand. Furthermore, the teacher will then be able to see what the students do not know, or what they have forgotten. The teacher can start by giving clues about certain properties that students forgot, and see if the students can remember it. If they do not remember, the teacher can say the vocabulary they’re looking for and allow the students to elaborate on it. If they cannot, then the teacher can introduce it to them and explain it to them, so that they will be able to use it while they prove ‘congruent