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Assessment for Learning Resource Bank ─ Web-based Learning and Teaching Support
Suggestions for Follow-up Actions (KS3-MS8-5)
Possible problems in students’ learning (for reference only)
- Students cannot imagine the 3-D figure from its 2-D representation.
- Students cannot identify right angles in the 2-D representation of a 3-D figure.
- Students do not know what a projection of a line on a plane is.
- Students do not know how to define the angle between a line and a plane.
- Students do not know how to define the angle between two planes.
Suggestions for Follow-up Actions
| Learning Unit | Emphasis | Description | Problem addressed (see above) |
Suggested duration (minutes) | Available for self - learning? |
|---|---|---|---|---|---|
Lines and Planes |
Recognize the concept of the projection of a line on a plane | In the environment of Cabri 3D, students construct the projection of a line on a plane. Through the activities, students recognize how to construct the projection of a line on a plane, and how to define the angle between a line and a plane. |
|
30 |  |
The angle between a line and a plane (1) |
Recognize how to find projections of lines on planes, and angles between lines and planes, in various 3-D figures. | In the activities of "The angle between a line and a plane (1) to (3)", students observe the projection of a line on a plane in various 3-D figures through dragging the line to different positions, then name the angle between the line and the plane. |
|
30 | |
The angle between a line and a plane (2) |
Afterwards, students can consolidate their concepts through the interactive exercises. | 20 | |
||
The angle between a line and a plane (3) |
30 | |
|||
Exercise: The projection of a line on a plane |
20 | ||||
Exercise: The angle between a line and a plane |
20 |  |
|||
The angle between two planes |
Recognize how to find the angle between two planes | Through the activities in "The angle between two planes", students observe how to define the angle between two planes in different 3-D figures and name the angle. |
|
30 | |
Exercise: The angle between two planes |
Afterward, students could consolidate their concepts through the interactive exercise. | 30 | |
* The teacher should make appropriate changes to suit the student's needs.
Teachers can take into consideration the evidence of student learning collected by various means to help understand students' performance regarding this basic competency. Before deciding on how to cater for students' interests, needs and abilities, teachers may use the following questions to help them reflect on learning and teaching.
- Education and Manpower Bureau－Mathematics Education Learning and Teaching Packages on S1-5
Mathematics : Vol.5 Measures, Shape and Space Dimension Exemplar 16 "Symmetries in 3-D Shapes"
http://cd1.emb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/MSS_e/MSS_e%20content.htm - Education and Manpower Bureau－Mathematics Education Learning and Teaching Packages on S1-5
Mathematics : Vol.5 Measures, Shape and Space Dimension Exemplar 16 "Symmetries in 3-D Shapes"
http://cd1.emb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/MSS_e/MSS_e%20content.htm
Teachers can take into consideration the evidence of student learning collected by various means to help understand students' performance regarding this basic competency. Before deciding on how to cater for students' interests, needs and abilities, teachers may use the following questions to help them reflect on learning and teaching.
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