No captions Captions Stop the video above first if it is playing.
No captions Captions Stop the video above first if it is playing.
Mary and Claire will create drawings that represent a student’s rotations doing a similar activity shown in an animation and estimate how much he rotated.
Episode Supports
Students’ Conceptual Challenges
Late in this episode [4:00], Mary and Claire talk about a reflex angle. By employing the notion of an angle describing some amount of rotation, the students are able to productively describe an angle that is greater than 180 degrees. They even contrast that angle with the smaller acute angle that is also indicated in their drawing of the reflex angle. Future work with radians can be grounded in this idea of angles as describing some amount of rotation. This part of the video offers opportunities to check in with your students and have them talk about these different kinds of angles.
Focus Questions
For use in a classroom, pause the video and ask this question:
[Pause the video at 1:00] Before watching Claire and Mary, make your own drawing to represent the rotation of the student. Then, use your drawing to estimate how much he rotated.
Supporting Dialogue
[Pause the video at 4:35] Talk with a partner and restate what Mary and Claire have discussed regarding the larger angle describing the rotation of the boy and the smaller “inside” one. What do you think are the differences between these two angles? Which one should they be estimating?
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