No captions Captions Stop the video above first if it is playing.
No captions Captions Stop the video above first if it is playing.
The students describe how they would use degrees and gips to measure how much a student has rotated. They also reflect on how to measure rotation and what various units of measure mean.
Episode Supports
Students’ Conceptual Challenges
Mary and Claire discuss two different ideas about what a degree is: a unit of measure to see how open an angle is and also how much something is rotating [6:10]. These two ideas are both productive ways of thinking about measuring angles, and understanding both is critical for understanding trigonometry. Provide opportunities for your students to grapple with each of these ideas; the focus questions and supporting dialogue prompts can help with this. Pay particular attention to helping students make connections between the two ways of thinking about angle measure.
Focus Questions
For use in a classroom, pause the video and ask these questions:
[Pause the video at 2:05] How would you rephrase (in your own words) Claire’s description of degrees using trees?
[Pause the video at 2:43] How does Mary’s description of measuring the openness of angle compare with Claire’s description? Which description most closely matches your own ideas?
Supporting Dialogue
[Pause the video at 0:20] Before hearing from Mary and Claire, tell a partner how you would describe a degree to someone else. Then compare your answer (and your partner’s) with what Claire and Mary say in this video.
[Pause the video at 4:56] Share your ideas about making up units of measure for angles. Mary and Claire have talked about dividing the circle into 2000 pieces. How would that work? What other ways might you use to measure an angle?
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