I post a question on the board to check for understanding. Scrap paper was around the room for students to grab and write down the answer. Then they put it in one of the columns themselves, that way I can hone in on who gets it and who doesn’t get it. Perhaps most worrisome are those students who think they get it but really don’t.

I hope that helps!

]]>I like the “value of the property” idea!

I did make the students with supposedly rectangular plots of land to still use the law of cosines to calculate the angles–the students never put them *exactly* in the shape of a rectangle, so it forced them to use numbers like 89 or 91 degrees. Often even the rectangular-looking ones weren’t, but perhaps that’s a function of nothing being rectangular around the area.

Thanks for reading!!

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