This task was created to support the introduction of radian measure to my S5/6 class.

The intention here is to tell pupils that we have this other approach for measuring angles. I’m hoping not to have to tell them too much, but instead let them make leaps for themselves as we work through the sheet. The question order in the first half leads to pupils being able to make these steps for themselves without being told.

I never tell pupils rules for converting. “If it is a radians question do it in radians”. (It’s embarrassing if our curriculum is so poor that Higher candidates can’t work with fractions!). I want pupils to develop a sense of feel for radians and to hold onto the idea that they are measures of angle. For this reason the task includes the diagrams for pupils to draw the angles.

I’ve also deliberately included the decimal representation of radians from the outset. Too often pupils think radians are “something to do with pi”. If pupils can make sense of the decimal representation and return a ball park degrees figure then they are at a significant advantage when it comes to checking working etc.

Of course, as I always say, this is one of a variety of tasks we will use. (I’ll be sharing more in coming days).

[…] Starting Points Maths has a page of Radian Measure — Intro. The goal here is building comfort in the use of radians as angle measure. Mathematicians tend to think in radians. The trigonometric functions for radian measure behave well. Derivatives and integrals are easy, for example. We do a lot of derivatives and integrals. The measures look stranger, is all, especially as they almost always involve fractions times π. […]

[…] Starting Points Maths has a page of Radian Measure — Intro. The goal here is building comfort in the use of radians as angle measure. Mathematicians tend to think in radians. The trigonometric functions for radian measure behave well. Derivatives and integrals are easy, for example. We do a lot of derivatives and integrals. The measures look stranger, is all, especially as they almost always involve fractions times π. […]

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