Engaging students: Defining the words acute, right, and obtuse

In my capstone class for future secondary math teachers, I ask my students to come up with ideas for engaging their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission again comes from my former student Johnny Aviles. His topic: how to engage geometry students when defining the words acute, right, and obtuse.

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A1.) How could you as a teacher create an activity or project that involves your topic?

To have the students get engaged with the topic of Defining the terms acute, right, and obtuse, I will begin with having the classroom set up into groups of 4-5. Within their group they will create 10 examples of where each acute, right, and obtuse angles or triangles can be found in the classroom or in the real world in general. For example, the letter Y, end of a sharpened pencil, and the angle under a ladder can be used. They will be given about 10-15 minutes depending on how fast they can all finish. This is a great activity as the students can work together to try to come up with these examples and can familiarize themselves with amount of ways these terms are used in life. I will tell them before I begin the activity that the group that comes up with the most examples will be given extra credit in the next exam or quiz. This will give them extra incentive to stay on task as I am well aware that some groups may finish earlier than the rest and may take that extra time to cause disruptions.



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B1.) How can this topic be used in your students’ future courses in mathematics or science?

In previous courses, students have learned had some exposure to these types of angles. Most students have been familiar with the use of right triangles and have learned methods like the Pythagorean theorem. When we extend the terms acute, right, and obtuse in geometry, it begins to be more intensified. These angles then extend in terms of triangle that will then have many uses. Students will then be expected to not only find missing side lengths but also angles. Students will then be exposed to methods later like, law of sines and cosines, special right triangles, triangle inequality theorem and triangle congruency in. This topic essentially is the stepping stone for a large part of what is soon to be learned. Other courses will use a variety of other was to incorporate the terms acute, right, and obtuse. Geometry, precalculus and trigonometry will essentially have a great deal of uses for these terms for starters and can then also be extended in many higher-level math courses in universities.


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E1.) How can technology be used to effectively engage students with this topic?

An effective way to teach this topic using technology and the terms acute, right, and obtuse would be games. There is a magnitude of game that involve angles and be beneficial in the understanding of these angles. I have found this one game called Alien Angles. In this game, you are given the angle of where the friendly alien at and you have to launch your rocket to rescue them. the purpose of the game is for students to be familiar with angles and how to find them. after you launch the rocket, you are given a protractor that shows the angles and I believe this is beneficial for students as they can also be more familiar with the application of protractors. I can post this on the promethean board and have students identify what the angle I need to rescue the aliens. I can then call for volunteers to go on the board and try to find the correct angle to launch the rocket.



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