In my last post I wrote about my week of lessons about angles with my S1 class. You can read about it here.
The next focus of our angles work was angles in triangles. We spent a lesson looking at calculating missing angles in scalene, right and isosceles triangles. Most of the questions I set were from a school textbook but for extension I used these sheets from Don Steward.
The pupils have not had any formal algebra teaching but they tackled these as problem solving questions.
Then we looked at angles and parallel lines. I used old fashioned tracing paper to demonstrate corresponding and alternate angles. The pupils responded really well to this and quickly spotted when two angles are equal.
After a time spent on a textbook exercise we then moved on to these sheets from Don Steward (I use his website a lot).
These questions allowed my pupils to use all the different angle facts they had learned last week as well as angles and parallel lines. Many of them drew out the diagrams on whiteboards whilst others used their jotters and highlighters. My S1 class is mixed ability so when some of the class worked on these problems others spent more time gaining confidence with basic angle calculations.
The final piece of work I did with the class was an activity to review all the different angles calculations my pupils have met. This activity is called Red Amber Green Angles. I have blogged about this kind of activity before – Red Amber Green Trigonometric Equations.
The idea is: There are three levels of questions – Red Amber and Green. The questions increase in difficulty with Green being the basic core skills and Red being the most challenging. Pupils work in pairs or small groups – it works best if they work with others of a similar pace and ability to them. All the questions are placed in trays at the front of the room (or stuck on the whiteboard) and pupils come up and take a question back to their table. Pupils choose their own starting level, taking a new question when completed the previous one. They must have answers marked at that level before moving on to another level. If they have made any mistakes pupils must make corrections first. I go round and offer assistance where and when it is needed and mark answers
Here are the instructions that I gave to the pupils and the question cards and answers.
This activity allowed all pupils to work at their own pace and at a level appropriate for them. It took quite a while to draw all the diagrams but I will definitely use this again so it will be worth it.
Here are the pdf copies of the activity and answers.
If you would prefer the Word document to allow you to edit, please let me know.