Teacher uses questioning techniques to engage students – Example 6
Teacher uses questioning techniques to engage students – Example 6

Are you having trouble? Yeah, a little bit on this one. Oh you jumped to this one already? So walk me through this first
so we can make sure we’re on. Did you do two points A and B?
Show me them. A and B. You connected them? uh-hmm Good. But for this one, they want you
to actually, you’re ahead, you’re saying it’s an acute angle, but
what is your angle? Where is it? What letters make your angle? Did you draw an arc? So what would your angle be called? An acute. But what would we call it?
Like just like you’re a Luke. I wouldn’t say you’re a boy.
I wouldn’t say little boy. I would say Luke.
So what would we call this angle? What would its name be? How do we name, when we named
the point, what’s this point called? Point B. Good.
What’s this point called? Point D. So when I look at this angle
that you’ve given me an arc for, what would we call it?
What are its letters? A, C and D. Excellent, can you write that down? You don’t have to erase. That’s fine,
you can put it underneath. And do you remember the little symbol
that we use to show it’s an angle? And if you’re not sure, then you can
always just write the word “angle.” Or, remember we like to cheat,
there’s your angle sign. Okay? Nice. So you’re stuck here. All right.
So what do they want you to use? The house. Where’s the house? Now the first thing
they say to do is what? Observe the familiar figures. Okay, so you looked at them.
Then what do they want you to do? Label points on each figure. So can you find where some points
would be on there and label them? Give them letters? Excellent. Go all over the house
and keep going. If you’re stuck let me know. Question. Yeah. Since you’ve said that it should be
that the one that’s in the middle should be in the middle
I put B, A, C. Excellent. We did this, right? I have two there. So right now D, A.
Can that be a ray? This would be a ray and
that would be a line segment. Okay. But the way you’ve drawn it here,
let’s pull it out. Because sometimes it’s easier
to see it this way. You have D, A, right?
What is that right there? The whole thing, the whole picture
right now. What would you call that? A line. Good. What do I need to have a ray? A point. A line segment that’s been
extended into a line. Did anybody tell me
that I couldn’t do this? No. So what happens now? So now you have line segment AL
and LD, but you still have the line going on. What else could I call this? I’m going to pull it out again. You could call that a ray,
because you split the thing in half, and it only has two ends to go on,
so you could have a ray AL and ray LD.

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