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Cognitive Process of Instruction

Cognitive Process of Instruction. Rebecca Bussinger SOL: 6.13 Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to measure the given angles; and measure and draw right, acute, and obtuse angles and triangles.

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Cognitive Process of Instruction

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  1. Cognitive Process of Instruction Rebecca Bussinger SOL: 6.13 Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to measure the given angles; and measure and draw right, acute, and obtuse angles and triangles. Competency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate.

  2. Structuring PhaseSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. • Respect each other. • Listen when the teacher is talking. • Always ask questions. • Be a good group member. • Share ideas during discussion. • Use a pencil on math problems. • Keep working until your task is complete.

  3. Structuring Phase: Timeline for InstructionSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. 30-45 minutes 15 minutes 15 minutes 30-45 minutes 15-20 minutes 15-20 minutes 30-60 minutes 5-10 minutes to multiple days 10-15 minutes 30-45 minutes

  4. Prior KnowledgeSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. • Task Analysis • 1. The words “degree,” “angle,” and “referent.” • 2. Use protractors, straight edges, and angle rulers. • 3. Recognize right, acute, and straight angles. • 4. Declarative knowledge (parts of the angle). • 5. Estimating • 5.13 The student will measure and draw right, acute, and obtuse angles and triangles, using appropriate tools. • Identify the appropriate tools (e.g., protractor and straightedge or angle ruler as well as available software) used to measure and draw angles and triangles. • Draw right, acute, and obtuse angles, using appropriate tools. • Measure right, acute, and obtuse angles, using appropriate tools, and identify their measures.

  5. Concept DevelopmentSOL: SOL 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. Concept: Measurement • Rationalization: Angles are used everyday by architects and engineers. You even use them when you want to draw pictures, make cards, or even when making or flying kites. • Word Problem: On our class trip to the park everyone got to fly a kite. Susie was the first person to get her dragon shaped kite in the air. What type of angle is Susie’s kite making with the horizon? Using 45°, 90°, and 180° as referents, estimate the measure of that angle.

  6. Concept Development: ConcreteSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. Concept: Measurement • Students will use pretzels to represent the three referents and estimate the given angle. 90° 45° 90°, 45°, and 180° red lines represent pretzels. 180 °

  7. Concept Development: PictorialSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. Concept: Measurement • Students will draw in three referents to estimate a given angle. 90° 45° 180°

  8. Concept Development: AbstractSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. Concept: Measurement • Students will use protractors to check the accuracy of their estimations.

  9. IntroductionSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. Concept: Measurement • Examples • Nonexamples 90° 45° 15° 180° 145+92=237 20 X 9 180 • Students will sort examples and non-examples using the Concept Mastery Diagram. Students will explain why each item is either an example or a non-example.

  10. 1 CONCEPT DIAGRAM CONVEY CONCEPT 3 Key Words 2 OFFER OVERALL CONCEPT 2 1 3 NOTE KEY WORDS CLASSIFY CHARACTERSITICS 4 Always Present Sometimes Present Never Present 5 EXPLORE EXAMPLES Examples: Nonexamples: 6 PRACTICE WITH NEW EXAMPLE 7 TIE DOWNA DEFINITION Angle Degrees Right Angle Acute Angle Obtuse Angle Protractor Referent 90 45 180 Angle Estimation Measurement Two rays Acute Circles Common vertex Obtuse Curves Measurement in degrees Straight Ruler Referent angles Right More than 2 rays Estimating angles is a type of measurement that always includes two rays, a common vertex, a measurement in degrees, and at least one referent angle.

  11. VisualSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate.

  12. Visual: Example 1SOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate.

  13. Visual: Example 2SOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate.

  14. CompareSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. Example 2 Example 1 • A given angle • Referent angles • Estimated measure in degrees • Accurate measurement with protractor The given angle is an acute angle. The given angle is an obtuse angle. • Activity: Students will identify and explain similarities and differences of the two angle examples.

  15. Guided PracticeSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. • Students will be given a worksheet with several everyday shapes and pictures. Each picture will have a highlighted angle. (See Guided Practice Part 1) • Using the visual step-by-step process the students will estimate the measurement of the highlighted angles. • The students will then work in pairs to assess their own work by measuring angles using. (See Guided Practice Part 2)

  16. Guided Practice Part 1 Estimate. Estimate. Estimate. Estimate. Estimate. Estimate.

  17. Guided Practice Part 2 Measurement. Measurement. Measurement. Measurement. Measurement. Measurement.

  18. Independent PracticeSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. • The students will receive a worksheet that has 5 angles on it. They will be instructed to draw in referent angles, estimate the measure of the angle, and find the exact measurement using a protractor. (See Independent Practice Part 1.)

  19. Independent Practice Part 1 • 1. Estimate Measurement • 2. Estimate Measurement • 3. Estimate Measurement • 4. Estimate Measurement • 5. Estimate Measurement

  20. ApplicationSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. • Students will take part in a baseball game activity to apply their knowledge of measuring angles in a real life situation. • Students will go outside and determine the measurement of angles between home plate and each base. • In teams, the students will create word problems regarding the angles they have found.

  21. AssessmentSOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate. • The teacher will assess students individually using the learning visual and the rubric. (See Rubric.) The student will be asked to complete each step, with prompting if necessary. • While students meet with the teacher one by one; the rest of the class will be look through magazines finding examples of angles. They will trace the angles into their math journals and identify the angles as acute, obtuse, right, or straight. Then they will follow the learning visual to practice estimating using referent angles.

  22. RubricEstimating the Measurement of Angles Using Referent Angles SOL: 6.13bCompetency: Estimate visually the angle measure of a given angle by using 45°, 90°, and 180° as referents, and use appropriate tools to check the reasonableness of the estimate

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