1.                Realize the challenges.

The challenges are spread over quarter sheets and can be cut if needed.

I find that some students prefer this pace of work (especially those who need movement).

The student must put his first name for the correction and for the grid holding.

I am available for the understanding of the procedure carried out.

A self-correction is proposed if I am ever overwhelmed by the corrections as I go.  The student then deposits it in the baccalaureate "To be corrected".

2.                In case of concern.

In the event that a student is unable to complete the challenge, here are the types of help available to them:

a)       Go to the dictionary to see the meaning of the term.

b)      View a repository

c)       The relevant "index" envelope that contains the theory about the challenge to be achieved.

d)      The "Instructions for use" envelope with the procedure to follow to achieve the challenge.

e)      I go near the teacher to follow his step by step.

 Students who quickly validate the indicators become tutors to help others.

3.                Performance challenges

For students who have completed the 20 challenges, I offer them "Performance" challenges that are not mandatory but that will lead them to use a maximum of skills on the subject.

4.                The evaluation grid

As the students pass their challenge, I complete the grid that tells me how to achieve the different task indicators.

Bibliography

https://lexique.netmath.ca/droite/

https://lexique.netmath.ca/segment-de-droite/

https://lexique.netmath.ca/droites-paralleles/

www.mescartesmentales.fr

https://lexique.netmath.ca/droites-perpendiculaires/

We start from the principle of bloom's taxonomy (2003 version). 

I ask the students, on a lined sheet, to write what they think are:

1.                  A straight line

2.                  A line segment

3.                  Parallel lines

4.                  A right angle

5.                  "A half-line"

6.                  An obtuse angle

7.                  An acute angle

Students who have difficulties can consult the envelopes of the first step.

I then ask the students to explain how we trace:

1.                  Two parallel lines

2.                  Two perpendicular lines

3.                  Perpendicular lines

Students create the definitions individually and then come together in small groups to create a poster. If they agree on what to write, they write in black. If they have different answers, they use different colors.

A theoretical sheet is created.

To evaluate this sequence, I propose the challenges 11 to 20 but this time without the envelopes and aids to the process.

Please share your comments and suggestions.