So, when I started teaching I had come fresh from college and being part of improv comedy. I slid right into a sage on the stage role. I joked for a while that I was my students favorite cartoon character. Then, thanks to an amazing battle axe of a math specialist, I realized the strength in self discovery, especially in math and I shifted to more of a coach and less of the know it all.
That brings me to this activity. Over the days leading up to this activity we had learned how to measure angles using a protractor. The next step in the state of Ohio (and most core states) is to find missing angles in intersecting lines. I ventured onto Pinterest (something my wife laughs at me about because I used to be resistant to it) and found a wonderful activity where you put masking tape on tables and have students measure the angles. It also works out nicely with our districts push for flexible furniture. My whiteboard tables were perfect. This was just what I needed to establish the rules of finding missing angles. A quick trip to Target and $6 later I had a colorful combination of intersecting lines.
The kids were interested the moment that they came in the door that day. A few of them were sad to find out that it was not for science as they go to another teacher for math. At the beginning of class we took a few minute to review using protractors. Then I explained what I wanted them to do.
As we started the activity, I moved from table to table watching the students measure the angles and I waited. One boy said it first, “Mr. Renard, when I measure…” I cut him off giving him a smile and saying, “Not yet. Just wait.” He smiled understanding. From another table, “Mr. Renard, when I measure the angles…” Again, I held out my hand with a reassuring smile to stop the girl from finishing her sentence. “Hold that thought.” A minute of two later, from a third table. “Hey, angles add up to 180.” I moved over and said, “Huh, cool. Be ready to share.”
Finally, a young lady at my last table called me over and said “Mr. Renard, this angle and this angle are the same.” That's what I was waiting for. I called for my classes attention and asked them to gather around the table. Choosing to allow this last student to share what she had discovered in order to build her confidence, I encouraged her to share what she found with the class. “The angles that are across from each other are the same.”
“How can they be the same? They are separate angles.” I said.
“I mean they are equal.” Wording matters to me.
Exaggerated look. “Huh! Well, how about that? Did anyone else find anything?”
Another student. “Yeah, angles along the lines add up to 180 degrees.”
I looked at the work of one of the student and got wide eyed, “What sorcery is this?! Anyone else?”
Another young man, “Yeah, all of the angles add up to 360 degrees.”
Me, “Everytime?”
Another student, “I think so.” I gave them time to confirm this and watched a student or two see the direction things were going and make some changes by of a couple of degrees. The students all agreed. We copied down these new ‘rules’ on the board and students went back to finish up. Once each group was done they began personal assignments, but I couldn’t have scripted that conversation any better.
Looking back on it, I am mostly happy with everything. My students are getting better and better with just doing the crazy things that we do in class. I am really encouraged by their willingness to share their thoughts, even if they might be wrong. One thing that I noted to do next time I try the activity is to maybe take pictures or if time let students compare by doing a round two. Though the more I think about it, the trickier I think it would be.
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