Rather than attempt to rectify the mistake, I went along with it. The lucky mix-upĪ few years ago, I accidentally handed out Worksheet 3 to students instead of handing out Worksheet 1 at the start of one lesson. There would always be at least one student that struggled-either when positioning their protractor “correctly” or when deciding whether to use the inner or outer scale of the protractor. Nevertheless, it was still rarely satisfactory. This approach was significantly better than that I used in my disastrous, first lesson on the topic. Here, students would have to work out the correct angles based on the “incorrectly” positioned protractor printed on top of the angles: Worksheet 3 consisted of what I then considered “extension” problems such as that pictured below. Only at this point students would have to use real protractors: Worksheet 2 consisted of a some angles drawn on the page, such as the one below. As such, students could focus on simply reading the protractor without having to worry about physically positioning a real protractor: Worksheet 1 consisted of questions such as the one immediately below, where a protractor was printed on the angle, correctly positioned. An improvement that still left a lot to be desiredįor a long time subsequently, my lessons on measuring angles typically consisted of three worksheets, each with a series of similar questions: I remember scrambling around the room, attempting to give individuals one-to-one guidance where needed, but actually having to deal with poor behaviour arising from the inappropriateness of the sequencing of tasks. While some of the students were at least able to perform the task of measuring non-reflex angles by the end of the lesson, most could not even correctly position protractors. I was attempting to teach bottom-set Year 7 how to measure angles, and I made the rookie error of giving out protractors straight away. One of my earliest disastrous lessons occurred early in my first year of teaching, back in 2008. In this blog post, protractor refers to standard half-circle protractors that have inner and outer scales. ![]() Short reviews of the various science resources and curricula I have used with my own children.This post outlines how a worksheet mix-up changed how I introduce the use of protractors to classes I suspect will struggle with this topic.
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