I had an insight into Y9 minds this week, realising that two (maybe three) things I thought were obviously different look really similar to them.
It came about with similarity proofs, and realising that, to them, it is really hard to tell when angles are the same because the initial diagram looks like similar (sorry) diagrams that don’t have the same properties.
I’ve spent some time now with them practising what is the same, and what is different, for A and D in particular, but also contrasting with B and E to avoid them thinking we can never have alternate angles (i.e. Z-angles) when angles are subtending the same arc.
I realised an additional point of confusion is that there are three things that sound similar, and that adds to the difficulty in remembering which is which, and when it is ‘allowed’:
- alternate angles are equal
- the angle in the alternate segment is equal (to the angle between a tangent and the chord)
- angles in the same segment are equal
It made me realise it isn’t enough to recognise the diagram, but also to be able to state clearly the conditions for the relationship:
- alternate angles: looking for a Z-shape and parallel lines (too often we don’t say that bit because we assume it is obvious)
- angles in the alternate segment: there needs to be a circle (!!!), a tangent, a chord, and an angle in the alternate segment subtending that chord
- angles in the same segment: again, there needs to be a circle (!), and the angles need to be subtending the same arc
Focusing on being able to recall and identify these ‘necessary conditions’ has helped, although I can see it is really adding to the pressure for them, as things that appeared simple now feel much more technical and challenging. So, it feels like a hit with buy-in but will pay off once they are competent with it as they will be so much more fluent and confident.
[C and F haven’t been as big an issue, but were a while ago when learning the difference between angles subtending the same arc in the same segment, and angles in the centre compared to those at the circumference (i.e. using only the conventional ‘arrowhead’ for angles at the centre leaves them thinking that it can never have the ‘wonky bowtie’ look that they associate with angles on the same arc).]
Hopefully you can learn from my mistake and avoid this confusion for your kiddos!