01 Geometry

Geometry
Geometry Table of Contents Unit 1: Geometric Patterns and Reasoning.....................................................................1 Unit 2: Reasoning and Proof...........................................................................................15 Unit 3: Parallel and Perpendicular Relations ips........................................................2! Unit ": Triangles and #uadrilaterals.............................................................................3$ Unit 5: %imilarity and Trigonometry.............................................................................53 Unit $: &rea' Poly edra' %urface &rea' and (olume...................................................$! Unit !: Circles and %p eres.............................................................................................!) Unit ): Transformations..................................................................................................*1
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Louisiana Comprehensive Curriculum' Re+ised 2,,) Course -ntroduction The ouisiana !epartment of "ducation issued the Comprehensive Curriculum in #$$%. The curriculum has been re&ised based on teacher feedbac', an e(ternal re&iew by a team of content e(perts from outside the state, and input from course writers. )s in the first edition, the Louisiana Comprehensive Curriculum, re&ised #$$* is ali+ned with state content standards, as defined by ,rade- e&el "(pectations ., "s/, and or+ani0ed into coherent, time-bound units with sample acti&ities and classroom assessments to +uide teachin+ and learnin+. The order of the units ensures that all , "s to be tested are addressed prior to the administration of i ")1 assessments. .istrict -mplementation Guidelines ocal districts are responsible for implementation and monitorin+ of the Louisiana Comprehensive Curriculum and ha&e been dele+ated the responsibility to decide if units are to be tau+ht in the order presented substitutions of e2ui&alent acti&ities are allowed , "S can be ade2uately addressed usin+ fewer acti&ities than presented permitted chan+es are to be made at the district, school, or teacher le&el !istricts ha&e been re2uested to inform teachers of decisions made. -mplementation of &cti+ities in t e Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. esson plans should be desi+ned to introduce students to one or more of the acti&ities, to pro&ide bac'+round information and follow-up, and to prepare students for success in masterin+ the ,rade- e&el "(pectations associated with the acti&ities. esson plans should address indi&idual needs of students and should include processes for reteachin+ concepts or s'ills for students who need additional instruction. )ppropriate accommodations must be made for students with disabilities. /e0 1eatures Content Area Literacy Strategies are an inte+ral part of appro(imately one-third of the acti&ities. Strate+y names are italici0ed. The lin' .&iew literacy strate+y descriptions/ opens a document containin+ detailed descriptions and e(amples of the literacy strate+ies. This document can also be accessed directly at http://www.louisianaschools.net/lde/uploads/33$%4.doc. ) Materials List is pro&ided for each acti&ity and Blac line Masters !BLMs" are pro&ided to assist in the deli&ery of acti&ities or to assess student learnin+. ) separate 5lac'line Master document is pro&ided for each course. The Access #uide to the Comprehensive Curriculum is an online database of suggested strategies' accommodations' assisti+e tec nology' and assessment options t at may pro+ide greater access to t e curriculum acti+ities. The Access #uide will be piloted durin+ the #$$*-#$$6 school year in ,rades 7 and *, with other +rades to be added o&er time. 8lic' on the Access #uide icon found on the first pa+e of each unit or by +oin+ directly to the url http://mconn.doe.state.la.us/access+uide/default.asp(.
Louisiana Comprehensive Curriculum$ %evised &''(
Geometry Unit 1: Geometric Patterns and Reasoning Time 1rame: )ppro(imately three wee's Unit .escription This unit introduces the use of inducti&e reasonin+ to e(tend a pattern, and then find the rule for +eneratin+ the nth term in a se2uence. )dditionally, countin+ techni2ues and mathematical modelin+, includin+ line of best fit, will be used to find solutions to reallife problems. %tudent Understandings Students apply inducti&e reasonin+ to identify terms of a se2uence by +eneratin+ a rule for the nth term. Students reco+ni0e linear &ersus non-linear sets of data and can 9ustify their reasonin+. Students can apply countin+ techni2ues to sol&e real-life problems. Guiding #uestions 3. 8an students +i&e e(amples of correct and incorrect usa+e of inducti&e reasonin+:
#. 8an students use countin+ techni2ues with patterns to determine the number of dia+onals and the sums of an+les in poly+ons:
;. 8an students state the characteristics of a linear set of data: 7. 8an students determine the formula for findin+ the nth term in a linear data set: %. 8an students sol&e a real-life se2uence problem based on countin+: Unit 1 Grade23e+el 45pectations 6G34s7 G34 8 G34 Te5t and 9enc mar:s &lgebra %. Write the e2uation of a line of best fit for a set of #-&ariable real-life data presented in table or scatter plot form, with or without technolo+y .)-#-</ .!-#-</ Geometry 3=. 8ompare and contrast inducti&e and deducti&e reasonin+ approaches to 9ustify con9ectures and sol&e problems .,-7-</ .,-4-</ .ata &nalysis' Probability' and .iscrete ;at
,eometry>nit 3,eometric 1atterns and ?easonin+
G34 8 #$.
G34 Te5t and 9enc mar:s Show or 9ustify the correlation .match/ between a linear or non-linear data set and a +raph .!-#-</ .1-%-</ ##. Interpret and summari0e a set of e(perimental data presented in a table, bar +raph, line +raph, scatter plot, matri(, or circle +raph .!-=-</ #7. >se countin+ procedures and techni2ues to sol&e real-life problems .!-6-</ #%. >se discrete math to model real-life situations .e.+., fair +ames, elections/ .!6-</ Patterns' Relations' and 1unctions #4. ,enerali0e and represent patterns symbolically, with and without technolo+y .1-3-</ #=. Translate amon+ tabular, +raphical, and symbolic representations of patterns in real-life situations, with and without technolo+y .1-#-</ .1-;-</ .)-;-</ %ample &cti+ities &cti+ity 1: -nducti+e Reasoning 6G34: 1!7 Materials ist: pencil, paper The purpose of this acti&ity is to pro&ide students with the definition of inducti&e reasonin+ and to ha&e them reco+ni0e when inducti&e reasonin+ is used in real-life situations. 1ro&ide the definition of inducti&e reasonin+ and +i&e an e(ample of inducti&e reasonin+ that students may encounter on a day-to-day basis .e.+., the mailman came to my house e&ery day at noon for fi&e days in a row. I deduce that the mailman will come today at 3# 1.M./. !iscuss the fact that one counter-e(ample is sufficient to dispro&e a con9ecture made when usin+ the inducti&e reasonin+ process .e.+., the mailman came today at ; 1.M./. )s' students to +i&e other real-life e(amples. 1ro&ide students with a &ariety of scenarios in which students can ma'e a con9ecture usin+ inducti&e reasonin+. <a&e students identify situations in which inducti&e reasonin+ mi+ht be used inappropriately .e.+., matters of coincidence rather than a true pattern/. &cti+ity 2: Using -nducti+e Reasoning in /umber and Picture Patterns 6G34: 1!7 Materials ist: pencil, paper, "(tendin+ @umber and 1icture 1atterns 5 M 5efore discussin+ patterns, ha&e students complete a modified S)AW* writing .&iew literacy strate+y descriptions/ based on their 'nowled+e of patterns from pre&ious courses. S)AW* is an acronym that stands for fi&e cate+ories of writin+ optionsA Special )owers$ )ro+lem Solving$ Alternative ,iewpoints$ What If- and *e.t. >sin+ these cate+ories, teachers can create prompts that promote critical thin'in+ related to the topic. If teachers want students to anticipate what will be learned, they could use the )ro+lem
Solving or *e.t prompts. If teachers want students to reflect critically on the topic 9ust learned, they would use Special )owers$ Alternative ,iewpoints$ or What If- prompts. In this particular acti&ity, usin+ the *e.t cate+ory, +i&e students the followin+ prompt: ,i&en the pattern BBBBB, -4, 3#, BBBBB, 7*, ...answer the followin+ e(ercises: a. Cill in the missin+ numbers. b. !etermine the ne(t two numbers in this se2uence. c. !escribe how you determined what numbers completed the se2uence. 5e sure to e(plain your reasonin+. d. )re there any other numbers that would complete this se2uence: "(plain your reasonin+. Students will ha&e to thin' critically to determine which numbers ma'e the se2uence wor'. Some will create a linear pattern while others will create a non-linear pattern. <a&in+ students complete this pattern re2uires them to anticipate what they will be learnin+ in the lesson about patterns and se2uences. It will help the teacher demonstrate the difference between linear and non-linear data. Students should include these writin+s in their math learning logs .&iew literacy strate+y descriptions/. ) learning log is a noteboo' that students 'eep in order to record ideas, 2uestions, reactions, and new understandin+s. !ocumentin+ ideas in a lo+ about the content bein+ studied forces students to Dput into wordsE what they 'now or do not 'now. This process offers a point of reflection and can help the teacher determine whether there are misunderstandin+s or if students +rasp the material. Students should 'eep their learnin+ lo+s in a separate section of their binders or composition noteboo's. Solution/ There are two patterns0 First solution/ a0" 1$ 23$ 4&$ 2&5$ 5(6 +0" the ne.t two num+ers are 273 and 47&6 c and d0" See students8 e.planations0 The descriptions should include a discussion a+out using opposite operations to find the missing num+ers0 Second solution/ a0" 2&5$ 23$ 4&$ 1'$ 5(6 +0" the ne.t two num+ers are 33 and (56 c and d0" Same as the first solution0 )fter completin+ the S)AW* writing, allow students to use inducti&e reasonin+ to find the ne(t number or picture in a se2uence. )dditionally, students will indicate &erbally or in writin+ the process for +eneratin+ the ne(t item. >se the "(tendin+ @umber and 1icture 1atterns 5 M to pro&ide practice e(ercises in each of these strate+ies, startin+ with fairly simple problems and pro+ressin+ to more challen+in+ problems. Ta'e time at the end of the acti&ity to re&iew the students responses to the S)AW* writing to help students see the connection between their answers and the acti&ity.
&cti+ity 3: Recogni<ing 3inear Relations ips in Table 1ormats 6G34s: 5' 2,' 22' 2$' 2!7 Materials ist: pencil, paper, +raphin+ calculator or access to Microsoft 9.celF, +raph paper, inear or @on-linear 5 M, >sin+ ?ules to ,enerate a Se2uence 5 M Teacher note/ Information for activities 1 and 5 can +e found in most Alge+ra I and:or Alge+ra & te.t+oo s0 While this s ill should have +een mastered in Alge+ra 4$ the review is used to help students distinguish the difference +etween inductive and deductive reasoning !#L9 4;"0 >sin+ the inear or @on-linear 5 Ms, ha&e students complete a modified opinionnaire .&iew literacy strate+y descriptions/ before discussin+ the definition of linear. <pinionnaires are used to promote critical understandin+ of content area concepts by acti&atin+ and buildin+ on rele&ant prior 'nowled+e. They are used to build interest and moti&ation to learn more about the topic. <pinionnaires are used to force students to ta'e positions and to defend their positions. The emphasis is not on the correctness of their opinions but rather on the students points of &iew. Cor this acti&ity, the opinionnaire has been modified to present students with different representations of patterns which are both linear and non-linear. The patterns on the inear or @on-linear 5 M are +i&en as rules .e2uations/, tables, and se2uences. <a&e each student complete the modified opinionnaire by placin+ a chec' in the column indicatin+ whether he/she belie&es the +i&en se2uence is linear or non-linear. This should happen before any discussion of the definition of linear be+ins. The +oal is to ha&e the students e(press their ideas about what it means for a pattern to be linear. This could lead to the students de&elopin+ their own definitions that the teacher can build upon throu+hout the followin+ lessons. !o not discuss whether students are correct or not at this point. The focus is on +i&in+ them a &oice about the content, not whether their answers are correct. <a&e students retain the 5 Ms in their math learning logs .&iew literacy strate+y descriptions/.The students will need the completed 5 Ms for a discussion in a later acti&ity. )fter completin+ the modified opinionnaire$ ha&e students wor' in +roups to +enerate terms in a se2uence usin+ a +i&en rule or function. The purpose of this acti&ity is to de&elop the strate+y of loo'in+ for common differences between &alues to determine if a relationship is linear. This strate+y will be used in future acti&ities to +enerate the rule for findin+ the nth term in relationships that are linear. >se the >sin+ ?ules to ,enerate a Se2uence 5 M to pro&ide students with practice. )fter performin+ se&eral e(ercises, +roups should determine that the common difference is the same as the coefficient for n.
!iscuss the differences between the data sets to determine what ma'es a data set linear or not linear. The s'ills listed in the followin+ acti&ity will re&iew concepts that were to be mastered in )l+ebra I. <a&e students wor' in pairs and pro&ide each pair of students with a +raphin+ calculator or access to a Microsoft 9.celF on a computer. >sin+ the a&ailable technolo+y, ha&e students o plot the terms and &alues as ordered pairs for each of the e(amples, usin+ the term numbers as the .-coordinates and the &alues as the y-coordinates .term, &alue/. o +enerate the e2uation of the line of best fit. o reco+ni0e the relationship between the terms and &alues to be linear or not linear. o e(plain the relationship between the rule or function in the ori+inal problem and the e2uation of the line. o reco+ni0e the relationship between the common difference, the coefficient of n, and the slopes of the lines. o determine the ne(t two or three &alues usin+ the common difference rather than the function or rule. )s' students to perform similar tas's usin+ pencil and paper so that they may re&iew manual methods of writin+ linear e2uations for a data set. Cor additional practice, pro&ide small +roups of students with different data sets. Some data sets should be non-linear. !urin+ a reportin+ session, ha&e +roups e(plain how they determined whether or not their data set was linear. Cor linear data sets, students should +i&e the e2uation of the line and indicate the steps used in determinin+ the e2uation. &cti+ity ": Use a 1ormula to 1ind t e nt Term in a Pattern 6G34s: 2,' 2$' 2!7 Materials ist: pencil, paper, +raphin+ calculator or access to Microsoft =, +raph paper, ,eneratin+ the nth Term for 1icture 1atterns 5 M This acti&ity ties acti&ities two and three to+ether. 1resent &arious number patterns that are linear in nature to the class, but do not +i&e them a table or formula. >sin+ the techni2ues from the pre&ious acti&ities, as' students to +enerate the formulas which describe the relationship of the linear data. "(amples are: 3, ;, %, =, 6, G Cind the #$th term. Solution/ Students should reali>e that writing out terms through the &'th will ta e a while0 If they assign each term a num+er to represent n !4 for first term$ & for second term$ 1 for third term$ etc0" they can then apply the techni?ue of plotting points$ generating the e?uation for the line of +est fit$ then finding the &'th term0 The formula is &n @ 40 The &'th term is 170
7, *, 3#, 34, #$ G Cind the 3$$th term. Solution/ Formula 5n6 4''th term 5'' 7, 6, 37, 36, #7, G Cind the 4=th term. Solution/ Formula An246 3;th term 115 Students should also be re2uired to de&elop the formulas without the use of technolo+y. Students should also be re2uired to +enerate the nth term for picture patterns. >se the ,eneratin+ the nth Term for 1icture 1atterns 5 M for e(amples. &cti+ity 5: 1igurate /umbers 6G34s: 5' 2,' 22' 2$' 2!7 Materials ist: pencil, paper, +raphin+ calculator, S2uare Ci+urate @umbers 5 M, ?ectan+ular Ci+urate @umbers 5 M, Trian+ular Ci+urate @umbers 5 M In this acti&ity, students will +enerate the formulas for findin+ the nth term in s2uare, rectan+ular, or trian+ular number patterns. "ach of these is a non-linear number pattern. Ci+urate numbers are numbers that can be represented by a re+ular +eometrical arran+ement of e2ually spaced points. They may be in the shape of any re+ular poly+on, or other +eometric arran+ements. "ach set of fi+urate numbers represents a distinct nonlinear pattern. This acti&ity concentrates on +eometrical fi+ures students are familiar with which aid in findin+ the al+ebraic rule for findin+ the nth term. Teacher note/ More information can +e found through a search on BahooC or #oogle0 S2uare @umbers >se the S2uare Ci+urate @umbers 5 M to present the followin+ dia+ram.
Cirst, ha&e students translate the picture pattern into a number pattern by countin+ the number of dots in each fi+ure. The number pattern is 3, 7, 6, 34, #%G. )s' the students if the pattern is a linear one. They should tell you that the data cannot be linear since the difference between &alues is not constant. Some students may reco+ni0e immediately that the numbers are perfect s2uares, but many will not unless the teacher pro&ides leadin+ 2uestions for class discussion. If needed, as' students why the picture pattern is called a s2uare number pattern. ead students to reco+ni0e that the dots form s2uares, and that the number of dots in each s2uare is the same as the area of the s2uare. It may be necessary to as' them what is meant by the term perfect s?uare0 The students will understand that the numbers in the number se2uence are the s2uares of the countin+ numbers . 4& , & & , 1& , 5 &... /. The formula for +eneratin+ the nth term is n & . <a&e students reco+ni0e
that it is important to 'now the characteristics of linear data sets .common difference between each two terms/ in order to 2uic'ly identify those that are non-linear. <a&e students enter the data from the picture pattern into their +raphin+ calculators and create a scatter plot Hi.e., .3,3/, .#,7/, .;, 6/ .7, 34/ .%, #%/ .4, ;4/I. Students may need to ma'e a chart li'e the one below to determine what ordered pairs to use. Ci+ure J of !ots 3 3 # 7 ; 7 %
!etermine that students understand that the scatter plot is the +raphical representation of the non-linear data set in the same way that the +raph of a line is the +raphical representation of a linear data set. ,uide students throu+h the process for +eneratin+ the re+ression e2uation for the data set. <elp students ma'e the connection between the re+ression e2uation, y = . & , and the rule for +eneratin+ the nth term in the s2uare number pattern, n & . ?ectan+ular @umbers >se the ?ectan+ular Ci+urate @umbers 5 M to present the followin+ dia+ram.
<a&e students: Write the number pattern that is created when countin+ the dots in each fi+ure. Solution/ !&$ 3$ 4&$ &'$ 1'" !etermine if the number pattern is linear or non-linear by usin+ the characteristics of linear data sets. !o not allow students to use the scatter plot feature on their calculators to determine this. Instead, ha&e students indicate that the differences between each pair of numbers is not the same .i.e., the differences are 7, 4, *, 3$G,/K therefore, the data cannot be linear. >se their +raphin+ calculators to determine the re+ression e2uation once they ha&e determined that the pattern is non-linear. Solution/ y D .&E . Indicate how the e2uation relates to the number pattern and how the e2uation can be used to determine the number of dots for any fi+ure in the picture pattern. Solution/ If n represents a given figure$ the num+er of dots for that figure is n & + n or n.n + 4/ 0 9ach rectangle has a width the same as the figure num+er and a length which is one greater than the width6 therefore$ the num+er of dots needed for any figure is the same as the area of the rectangle$ n!nE4"$ where n is the width and the length is one more than the width0
Trian+ular @umbers >se the Trian+ular Ci+urate @umbers 5 M to present the followin+ dia+ram.
<a&e students ma'e a chart similar to the one below in which the student enters the number of dots needed to ma'e each fi+ure. )s' them to follow the procedure outlined abo&e to determine whether the relationship is linear or non-linear and then to +enerate the re+ression e2uation. Ci+ure J of !ots .Trian+ula r J/ 3 # ; 7 %
Teacher *ote/ The num+er pattern is 4$ 1$ 3$ 4'$ 4AF0 Some students may recogni>e that they can add & to the first value to get the second value$ add 1 to the second value to get the third value$ etc0 They will want to say that the rule is to add the ne.t whole num+er to the previous one0 They need to understand that this indicates that the pattern is not linear$ since the difference +etween values is not the same0 Lead them to understand that this pattern cannot +e the formula or rule for generating the nth term$ since the pattern they see is +ased upon nowing a previous term. The formula for +eneratin+ the nth term is
n . n+4/ &
. The calculator will show the
re+ression e2uation as $.%n#L $.%n. @otice that this is half of n!n E 4" which was the rule for the rectan+ular numbers. Show students that the trian+ular number pattern could also be drawn as M M MM M MM MMM M MM MMM MMMM
"ach of the patterns abo&e is one-half of each of the rectan+les below. MM MMM MMMM MMMMM
MMM
MMMM MMMM
MMMMM MMMMM MMMMM
Therefore, if the area of the rectan+le is n ( n + 3) , the area of the trian+le would be half as much. 1ro&ide students with a &ariety of number patterns, some linear and some non-linear, with which to practice their s'ills. )cti&ity 4 +i&es an e(ample of some +eometric situations in which these s'ills must be applied. )t this point, ha&e students refer to the inear or @on-linear 5 M completed in )cti&ity ;. The teacher should ha&e the students decide whether their first instincts were correct. The teacher should lead a discussion about which patterns are linear, and how the students 'now they are linear usin+ the terminolo+y and strate+ies presented in )cti&ites ;, 7, and %. &cti+ity $: &pplying Patterns and Counting to Geometric Concepts 6G34s: 5' 2,' 22' 2$' 2!7 Materials ist: pencil, paper, +raphin+ calculator <a&e students en+a+e in a discussion about the sum of an+les in &arious poly+ons, reco+ni0in+ that if all possible dia+onals are drawn from one &erte(, the sum of the an+les in the resultin+ trian+les is the same as the sum of the an+les in the poly+on. <a&e students identify a pattern and use the pattern to write the formula for findin+ the sum of the an+les in an n-+on, S = 3*$ ( n # ) . This is a linear relationship. )s' students to determine the formula without a +raphin+ calculator and allow them to &erify their results usin+ the calculator. Students should also discuss the total number of dia+onals which can be drawn in a poly+on. <a&e students draw the dia+onals in a trian+le, 2uadrilateral, penta+on, he(a+on, and hepta+on. )s' students to identify a pattern and use the pattern to determine the number of dia+onals in other poly+ons. They should reco+ni0e that it is not linear and e(plain how they 'now it is not linear. <a&e each student create a +raph usin+ the data collected and +enerate the formula usin+ the re+ression e2uation function on a +raphin+ calculator. &cti+ity !: Round2Robin Tournaments 6G34s: 2,' 22' 2"' 25' 2$' 2!7 Materials ist: pencil, paper, +raphin+ calculator The purpose of this acti&ity is to use modelin+ or countin+ principles to determine answers to real-life problems0 "(amples: ,eometry>nit 3,eometric 1atterns and ?easonin+ 6
<ow many +ames need to be scheduled for si( teams to play each other once: <ow many handsha'es would ta'e place amon+ ten people if each person sha'es hands with e&ery other person: <ow many phone calls can be made between two people from amon+ a +roup of fi&e friends:
"ncoura+e students to use &arious strate+ies for sol&in+ these problems. Nne techni2ue is to model the situation by drawin+ and countin+ the dia+onals in a poly+on with the same number of sides as the number of teams or people. ) second techni2ue is to ma'e lists showin+ all the possible combinations. )nother techni2ue is +eneratin+ a formula by ma'in+ a chart based upon how many handsha'es would be needed for two people, three people, four people . . . n people. 1rompt students to determine that reasonin+ is a &alid processAeach team plays e&ery team e(cept itself, but di&ision by # will eliminate the duplicates .) playin+ 5 is the same as 5 playin+ )/. When determinin+ the formula for answerin+ each 2uestion, ha&e students determine if the data is linear or not without usin+ the +raphin+ calculator. The re+ression e2uation function on the +raphin+ calculator should be used to determine the formula only if the data is non-linear. &cti+ity ): Permutations and Combinations 6G34s: 2"' 257 Materials ist: pencil, paper, scientific calculator .minimum/ Teacher note/ Information on permutations and com+inations can +e found in most Alge+ra 4 and:or Alge+ra & te.t+oo s0 This activity reviews com+inations and permutations and e.tends the students prior nowledge to include circular permutations which have not +een included in prior grades0 The purpose of this acti&ity is for students to apply the concepts of permutation and combination to +eometric situations. Cor e(ample: ). <ow many ways can ; boo's be arran+ed on a shelf if they are chosen from a selection of * different boo's: Solution/ 113 5. <ow many committees of % students can be selected from a class of #%: Solution/ A1$ 41' Cirst, re&iew simpler problems whose answers can be determined by ma'in+ lists or tree dia+rams. Cor e(ample, how many different ways can you write the name of a trian+le whose &ertices are ), 5, and 8. The possibilities are: )58 )85 3$
5)8 58) 8)5 85) Nne way to thin' about this is that for any &erte(, there are two different possible names. So three &ertices times two names each is si( possibilities. )nother way to thin' about this is that there are ; positions to fill when namin+ the trian+le. There are ; &ertices from which to choose for the first position, but only # remain as choices for the second position. Nnce the second position is filled, there is only one &erte( remainin+ with which to fill the last position. ?e&iew with students that ;O is ; ( # ( 3 P 4 which is the same as the number of possible names. This is a concept tau+ht in )l+ebra I. ,i&e a few more e(amples in which the total number of possibilities can be determined. ?elate the idea of determinin+ how many choices one has to name a trian+le to 1roblem ): Gow many ways can 1 +oo s +e arranged on a shelf if they are chosen from a selection of ( different +oo sThere would be * ways to fill the first position, = ways to fill the second position, and 4 ways to fill the third position. * ( = ( 4 P ;;4. In situations in which order is important .e.+., )58 is different than )85/, the number of possibilities is called a permutation. Cor situations in which order is @NT important .i.e., )58 and )85 would be considered duplicates since they are the same three letters/, the number of possibilities is called a combination. To 'now the number of combinations of ; boo's that can be put on the shelf, ta'e into account how many arran+ements would be considered to be the same for each set of ; boo's. This is ;O or 4, so di&idin+ ;;4 by 4 is %4. There would be %4 different combinations to put on the shelf. In other words, one could display a different combination of ; boo's for %4 ways before he/she would ha&e to repeat a set. <a&e students discuss problem 5. Cirst, ha&e them determine if the problem re2uires a permutation or combination and then sol&e the problem accordin+ly. )s' students if a committee of Qohn, Sue, and Mary is the same committee as Sue, Mary and Qohn. .yes/ nO It may be appropriate to use the permutation formula, ).n, r / = , and .n r /O nO combination formula, C .n, r / = , with some classesK howe&er, the teacher .n r /Or O should +uide the students throu+h the de&elopment of these formulas usin+ countin+, listin+, etc. The use of the formulas can be an e(tension of the lesson. 1ro&ide students a &ariety of problems to wor'. It is better for some students to thin' throu+h the position process. Cor those who ha&e had more e(perience, the use of the formula is acceptable when sol&in+ such problems. )s stated abo&e, whether the formula is introduced and/or used should depend upon prior e(perience and 'nowled+e of students in the class.
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Introduce the class to circular permutations to answer such 2uestions as, D<ow many ways can n people sit at a round table:E If one of the chairs is desi+nated as the RheadR of the table, then the answer is nO. )ny of n people sits at the head of the table, and the permutation proceeds in a cloc'wise direction. In this situation, it doesnSt matter who sits at the head. In this case e&eryone could be sittin+ in the same relati&e order .)58!, 58!), 8!)5, !)58 for four people at the table/ seated in different chairs. ) sits in position 3, then position 7, then position ;, then position # but ) is always ne(t to 5, who is ne(t to 8, who is ne(t to !. Therefore, for n people there would be n duplicate arran+ements. So nO di&ided by n duplicate arran+ements results in .n-3/O permutations if there is no desi+nated head position in the circle. <a&e students draw all arran+ements for some simple problems to help them understand the process. Cor e(ample, how many permutations are there for ; people sittin+ at a round table: for 7 sittin+ at a round table: for %: Then repeat the same process with the idea that one place is desi+nated as the head position. The followin+ e(ample shows a real-life application of a circle permutation. A dis Hoc ey is setting up some CIs to play during his shift0 Ge can put 3 different CIs on the tray0 Gow many different ways can the discs +e arrangedIn this instance, once the discs are arran+ed in a circle, that same arran+ement can be rotated. The discs are in different positions, but the arran+ement is the same. If you label them )58!"C and rotate so that it is now C)58!", the discs are still in the same relati&e order. ead the students in a discussion to find that, in this case, 4 of the 3O arran+ements are the same, so the permutation is or ( 4 3) O possible arran+ements of 3 the discs. Students should then +enerali0e the concept so that any circular permutation without a fi(ed point is ( n 3) O K with a fi(ed point, the permutation is nO. "(amples: ). <ow many ways can * campers be seated around a campfire: Solution/ A'5' 5. <ow many ways can ; boo's be placed on a shelf if chosen from a selection of = different boo's: Solution/ &4' 8. Cind the total number of dia+onals that can be drawn in an octa+on. Solution/ &' !this is a com+ination ta ing ( points$ & at a timeJhowever$ since ( segments are the sides of the figure$ those ( must +e su+tracted from &( which is the num+er o+tained from the formula"0 ,eometry>nit 3,eometric 1atterns and ?easonin+ 3#
!. ,i&en = distinct points in a plane, how many line se+ments will be drawn if e&ery pair of points is connected: Solution/ &4 ". Suppose there are * points in a plane such that no three points are collinear. <ow many distinct trian+les can be formed with ; of these points as &ertices: Solution/ A3 C. <ow many penta+ons can be formed by 9oinin+ any % of 33 points located on a circle: Solution/ 53& )t the conclusion of this acti&ity, students should respond to the followin+ prompt in their math learning logs .&iew literacy strate+y descriptions/: !escribe the difference between a permutation and a combination. In your description, you should discuss the formulas, as well as, how you decide when to use a permutation or a combination. Include an e(ample of each type and show how you would sol&e the problem. "(plain why you chose to wor' each problem as either a permutation or combination. %ample &ssessments General &ssessments The student will create a &ariety of scenarios in which he/she ma'es con9ectures usin+ inducti&e reasonin+. The student will create portfolios containin+ samples of his/her acti&ities. <e/she should create some of his/her own patterns and e(chan+e them with the other students in class. <e/she should include them in the portfolio statin+ whether the other students were able to determine their patterns, and if they were able to fi+ure out patterns made by others. The student will respond to prompts to be answered in the math learning logs .&iew literacy strate+y descriptions/ and e(plain his/her ideas. Cor instance: o ,i&en the followin+ pattern, e(plain how you would determine the formula for the pattern, and how you would find the ;%th term. o <ow are trian+ular, s2uare, and rectan+ular numbers related to each other: o What is the difference between a permutation and a combination:
&cti+ity2%pecific &ssessments )cti&ities # and 7: <a&e the student create a &ariety of number or pictorial se2uences. "ach se2uence should re2uire the use of inducti&e reasonin+ to find the ne(t number or picture in the se2uence. )dditionally, the student will
3;
indicate, orally or in writin+, the process for +eneratin+ the ne(t item. The students will also state the rule for +eneratin+ the nth term in each se2uence. )cti&ity ;: The student will use a +raphin+ calculator to plot table entries for a +i&en non-linear se2uence in order to determine the re+ression e2uation for the data set. )cti&ity =: The student will participate in a simulation e(ercise to determine a tournament schedule for his/her district, re+ional, or state hi+h school baseball team, bas'etball team, etc.
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Geometry Unit 2: Reasoning and Proof Time 1rame: )ppro(imately four wee's Unit .escription This unit introduces the de&elopment of ar+uments for +eometric situations. 8on9ectures and con&incin+ ar+uments are first based on e(perimental data, then are de&eloped from inducti&e reasonin+, and, finally, are presented usin+ deducti&e proofs in two-column, flow patterns, para+raphs, and indirect formats. %tudent Understandings Students understand the basic role proof plays in mathematics. Students learn to distin+uish proofs from con&incin+ ar+uments. They understand that proof may be +enerated by first pro&idin+ numerical ar+uments such as measurements, and then by replacin+ the measurements with &ariables. Guiding #uestions 3. 8an students de&elop inducti&e ar+uments for con9ectures and offer reasons supportin+ their &alidity: #. 8an students de&elop short al+orithmic-based proofs that +enerali0e numerical ar+uments: ;. 8an students de&elop more +eneral ar+uments based on definitions and basic a(ioms and postulates: Unit 2 Grade23e+el 45pectations 6G34s7 G34 8 G34 Te5t and 9enc mar:s Geometry 3$. Corm and test con9ectures concernin+ +eometric relationships includin+ lines, an+les, and poly+ons .i.e., trian+les, 2uadrilaterals, and n-+ons/, with and without technolo+y .,-3-</.,-7-</.,-4-</ 33. !etermine an+le measurements usin+ the properties of parallel, perpendicular, and intersectin+ lines in a plane .,-#-</ 3=. 8ompare and contrast inducti&e and deducti&e reasonin+ approaches to 9ustify con9ectures and sol&e problems .,-7-</ .,-4-</ 36. !e&elop formal and informal proofs .e.+., 1ytha+orean theorem, flow charts, para+raphs/ .,-4-</
,eometry>nit #?easonin+ and 1roof
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G34 8 G34 Te5t and 9enc mar:s .ata &nalysis' Probability' and .iscrete ;at #;. !raw and 9ustify conclusions based on the use of lo+ic .e.+., conditional statements, con&erse, in&erse, contrapositi&e/ .!-*-</ .,-4-</ .@-=-</ %ample &cti+ities .aily =arm2ups 0it (ocabulary Teacher note/ These warm2ups will review the +asic voca+ulary and +asic concepts students need to +e successful in #eometry0 Gowever$ these voca+ulary:concepts should have +een mastered through #L9s in grades 1$ 3$ ;$ and (0 Because of their importance$ they have +een included in these warm2ups to provide a way to ma e sure students have an understanding of the concepts +efore completing proofs0 >sin+ ; ( % or % ( = inde( cards, teachers should ha&e students create voca+ulary cards .&iew literacy strate+y descriptions/ for each term listed below. ,oca+ulary cards help students see connections between words, e(amples of the word, and critical attributes associated with the word. <a&e students complete one or two &ocabulary cards per day. )ll &ocabulary cards should be completed by the be+innin+ of )cti&ity * so students will ha&e re&iewed the terms/concepts necessary for the remainin+ acti&ities. Students should place the term in the middle of the card. It is best if the class de&elops a complete definition that is mathematically correct to a&oid misconceptions. <a&e students use prior 'nowled+e to offer their definitions in a whole +roup settin+, and then ha&e the students create one definition as a class. In the upper left corner, the students should put a definition/e(planation of the term. In the upper ri+ht corner, students should +i&e e(amples of names and symbols for the term. In the lower left corner, students should +i&e e(amples of real life ob9ects that could represent each term. In the lower ri+ht corner, students should draw an illustration of what this term would loo' li'e includin+ how it is correctly labeled. See the e(ample card below. .efinition>e5planation: a part of a line with two endpointsK has measure =ays to name:
or means Se+ment )5 or Se+ment 5)K also, points A and B are the endpoints of the se+ment
line segment Real2life ob?ects: pencil, piece of dry spa+hetti, fla+ pole .ra0ing: ) 5
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Students should be encoura+ed to use the cards to study and to refer to them as they encounter &arious symbols throu+hout the rest of the course. Students can buy rin+s to 'eep the cards to+ether, or they can punch holes in the cards in order to 'eep them in their binders. )nother option for or+ani0ation is to ha&e students 'eep the cards in a 0ippered ba+ which could also be 'ept in their binders. ?emember, students should use these cards to help them study and when they are doin+ assi+nments, so it is important to chec' that the students are creatin+ their cards correctly. <a&e students create &ocabulary cards for the followin+ terms .please include other terms as necessary/: point parallel line perpendicular plane ad9acent an+les line se+ment &ertical an+les ray linear pair an+le complementary con+ruent supplementary Cor the last fi&e terms in the list, modify the &ocabulary card to include e(amples, none(amples, and relationships between the an+les. See the modified card below. .efinition: two an+les that share a common &erte( and a common side, but no common interior points 45ample: 3 # are ad9acent an+les ad?acent angles Relations ip: )ll linear pairs are ad9acent an+les. /on2e5ample: 3 #
5e sure the followin+ relationships are included: Tertical an+les are con+ruent. Two an+les which form a linear pair are supplementary. 8omplementary an+les which are also ad9acent form a ri+ht an+le.
3=
.aily =arm2ups =it Tec nology >sin+ a computer drawin+ pro+ram such as The #eometer8s S etchpadK, ha&e students re&iew basic terminolo+y by constructin+ &arious fi+ures such as an+les, se+ments, se+ment bisectors, an+le bisectors, etc. ,i&e students characteristics of the fi+ure they are to draw, such as the measure of the an+le or se+ment. <a&e students measure se+ments and an+les you pro&ide usin+ the drawin+ pro+ram. When measurin+ se+ments be sure students ha&e the opportunity to measure in both "n+lish and metric units. It is also a +ood idea to ha&e students use the drawin+ pro+ram to in&esti+ate the special an+le pairs formed by two intersectin+ lines. If there is no access to a computer drawin+ pro+ram, use other materials such as rulers, protractors, and patty paper to construct and e(plore the same concepts. &cti+ity 1: .educti+e Reasoning %:ills 6G34: 1!7 Materials ist: pencil, paper, o+ic 1u00le 5 M, o+ic 1u00le with ,rid 5 M, other lo+ic pu00les ?emind students of the deducti&e reasonin+ s'ills used by Sherloc' <olmes to sol&e mysteries by readin+ some e(cerpts .or pro&idin+ e(cerpts for students to read/ from Sherloc' <olmes stories. )s' students to wor' in small +roups to sol&e the deducti&e reasonin+ or lo+ic pu00les on the o+ic 1u00le 5 M. ,i&e +roups no help in sol&in+ the pu00le. )fter the students ha&e wor'ed for a while, ha&e class members discuss the strate+ies employed to sol&e the pu00le. Then +i&e the students a copy of the o+ic 1u00le with ,rid 5 M and allow them to wor' for a while lon+er. !iscuss the use of charts and how they mi+ht help. !iscuss what s'ills or strate+ies students thin' are needed to sol&e the problem and what tools will help them sol&e the problem. Nnce the better strate+ies ha&e been determined, +i&e the students another pu00le in their +roups and allow them to wor' it. Teachers can search the Internet for lo+ic pu00les or purchase pu00le ma+a0ines from local stores. Teachers can include &arious types of lo+ic pu00les includin+ Sudo'u and word +ames. N&er a time period of one or two wee's, +i&e the students pu00les of &aryin+ de+rees of difficulty. )llow them to use teacher pro&ided help charts, but ha&e them de&elop the ability to produce their own charts to facilitate their problem sol&in+. o+ic pu00les should be used throu+hout the year as fillers and/or warm-up materials because this is a s'ill not easily learned by some students.
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&cti+ity 2: Comparing Reasoning: -nducti+e +s. .educti+e 6G34: 1!7 Materials ist: e(amples of inducti&e and deducti&e reasonin+ ?e&iew the definition of inducti&e lo+ic and pro&ide the students with the followin+ scenario. Qudys 1roblem/Solution DMy dad is in the @a&y and he says that food is +reat on submarines,E offered Qudy. DMy mom,E added 5obbie, Dwor's for the airlines and she says that airline food is notoriously bad.E DMy mom is an astronaut trainee,E added ,reer, Dand she says that their food is the worst ima+inable.E DUou 'now,E concluded Qudy, DI bet no life e(ists beyond earthOE 5obbie and ,reer both loo'ed at her, pu00led. DWhat:E DSure,E e(plained Qudy, D)t e(treme altitudes, food must taste so bad that no creature could stand to eatK therefore, no life e(ists out there.E What do you thin' of Qudys inducti&e reasonin+: What possible other con9ectures could be made: What are the problems with her conclusion: Students should reco+ni0e that Qudy has identified a patternAeach of Qudys friends parents wor's at a different altitude, and as the altitude increases .below sea le&el, to airplane altitudes, to outer space/ the food +ets worse. >sin+ this pattern, Qudy ma'es a con9ecture which she does not stateAas the altitude increases the food +ets worse. She uses that con9ecture to ma'e the statement that no life e(ists beyond earth. The conclusion is in&alid because it does not come directly from the pattern Qudy has obser&ed. Students should be able to identify the process of inducti&e reasonin+ as identifyin+ a pattern to ma'e a con9ecture, but they should reali0e Qudys con9ecture is in&alid. )fter this discussion, define deducti&e reasonin+ and offer the followin+ e(ample for the students to analy0e. )le(s ,rades )le(s math teacher always tells him that homewor' is practice at home. She also tells him that the more he practices his math, the better his +rades will be. )le( did all of his homewor' this wee'. When he +ets to class before the test, he tells his teacher, DIm +oin+ to do well on the test today.E What do you thin' of )le(s deducti&e reasonin+: )re there any problems with his conclusion: The teacher should then lead a discussion about the differences between inducti&e and deducti&e reasonin+. Students should be +i&en other e(amples of reasonin+ and be as'ed to determine if the reasonin+ used was inducti&e or deducti&e.
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&cti+ity 3: .istinguis ing 9et0een -nducti+e and .educti+e Reasoning 6G34: 1!7 Materials ist: Internet access or presentation e2uipment for classroom useK pencilK paper <a&e students &isit http://www.spar'notes.com/math/+eometry;/inducti&eanddeducti&ereasonin+/ for a presentation on inducti&e &ersus deducti&e reasonin+. The site pro&ides real-life e(amples of these types of reasonin+ and as's students to answer 2uestions based on their readin+. There are problems for students to sol&e as well. If access to a computer lab is not a&ailable, print the material from the website to be used as wor'sheets or show the information on a sin+le computer with a pro9ection system. &cti+ity ": 1inding %egment and &ngle ;easures &nalytically 6G34s: 1,7 Materials ist: pencil, paper ?e&iew the correct symbol for denotin+ the measure line su u r of a u u u r se+ment. 5e careful to point out the differences between the symbols . AB, AB, AB and AB / and their meanin+s. Introduce the Se+ment )ddition 1ostulate which states DIf A$ B$ and M are collinear points and M is between A and B, then AM + MB = AB .E )lso introduce the Midpoint theorem which states DIf M is the midpoint of AB , then AM MB .E Students should be +i&en &arious opportunities to find the measures of se+ments in&ol&in+ al+ebraic e(pressions by employin+ the Se+ment )ddition 1ostulate and the Midpoint theorem. Cor e(ample: If A is between C and T, CA = # . + %, AT = % . #, and CT = * . # , find . and AT. Solution/ Lsing the Segment Addition )ostulate$ we now that CA + AT = CT $ so . = %, and AT = #; units0 In addition to findin+ measures of se+ments analytically, students should wor' with the )n+le )ddition 1ostulate which states DIf % is in the interior of )MS , then m)M% + m%MS = m)MS .E Students should wor' problems in which they are to find the measures of &arious an+les u u u r with and without al+ebra. )lso, ha&e students use the definition of an+le bisector .If )M is an an+le bisector of %)S , then M is in the interior of %)S and %)M SM) / to find an+le measures usin+ al+ebra. &cti+ity 5: Conditional %tatements 6G34: 237 Materials ist: pencil, paper, newspapers, ma+a0ines !efine the term conditional statement and discuss the parts of a conditional statement .hypothesis and conclusion/. ead a discussion about the truth &alue of a conditional statement. It is important for students to 'now that a true hypothesis does not mean that ,eometry >nit #?easonin+ and 1roof #$
the conditional statement is also true, and li'ewise, a false hypothesis does not mean that the conditional is false. Show students the followin+ truth table and ha&e them determine if &arious conditionals are true or false based on a +i&en set of conditions. p T T C C ? T C T C p? T C T C
!isplay the followin+ conditional statement for all students to see: DIf two an+les ha&e the same measure, then they are con+ruent.E ead a brief discussion about the truthfulness of the statement. @e(t, display the con&erse: DIf two an+les are con+ruent, then they ha&e the same measure.E ead a discussion about how these two statements are related and about the truthfulness. @ow, display the in&erse of the conditional statement: DIf two an+les do not ha&e the same measure, then they are not con+ruent.E ead another discussion about how the conditional and the in&erse statements are related and about the truthfulness. Cinally, display the contrapositi&e of the conditional: DIf two an+les are not con+ruent, then they do not ha&e the same measure.E ead a discussion about how the contrapositi&e is related to the con&erse and about its truthfulness. !efine the term logically e?uivalent. >sin+ the conditional DIf two an+les form a linear pair, then they are supplementary,E ha&e students write the con&erse, in&erse, and contrapositi&e of each statement and then determine the truthfulness of each statement. >sin+ these statements and the definition of lo+ically e2ui&alent, ha&e the students determine which statements are lo+ically e2ui&alent. Students should see that a conditional and its contrapositi&e are lo+ically e2ui&alent as are the con&erse and in&erse of a conditional. Show the students the truth table below and +i&e students more practice writin+ the con&erse, in&erse, and contrapositi&e and determinin+ the truthfulness of each statement. p T T C C ? T C T C 8onditional p? T C T T 8on&erse ? p T T C T In&erse : p : ? T T C T 8ontrapositi&e : ? : p T C T T
)fter students ha&e demonstrated an understandin+ of the relationships abo&e, then display other conditional statements. <a&e students wor' in pairs to write the con&erse, in&erse, and contrapositi&e statements and to determine their truthfulness. 5e sure to select conditional statements for which the con&erse is not a true statement. )s' students to find e(amples of conditional statements in ma+a0ine or newspaper articles and discuss whether they are true or false. <a&e each student write and present #3
the con&erse of his or her conditional statements to the class and e(plain why the con&erse is true or false. &cti+ity $: 3a0s of %yllogism and .etac ment 6G34: 237 Materials ist: pencil, paper !isplay statements similar to the followin+: D)ll do+s are mammals. 5uster is a do+.E These statements illustrate the law of detachment. )s' students to determine a lo+ical conclusion from these statements. <a&e students rewrite the statements in a conditional format if it helps them to DseeE the conclusion better. To illustrate the law of syllo+ism, present students with statements li'e the followin+: DIf I study for tests, I will ma'e +ood +rades. If I ma'e +ood +rades, I will be on the honor roll.E )s' students to form a lo+ical conclusion based on these statements. !iscussion should ensue about the &alidity .truthfulness/ of these statements. 1resent students with situations that do not lead to lo+ical conclusions. )s' students to write their own pairs of conditionals that lead to lo+ical conclusions and pairs that do not lead to lo+ical conclusions. This acti&ity will help students de&elop their deducti&e reasonin+ s'ills. <a&e students apply the laws of syllo+ism and detachment to al+ebraic and +eometric concepts in preparation for proofs. &cti+ity !: &lgebraic Proofs 6G34: 1*7 Materials ist: paper, pencil, 1roof 1rocess ,uide 5 M In this acti&ity, students will wor' in cooperati&e +roups to correctly order the steps and reasons in an al+ebraic proof. "ach +roup will complete a modified process guide .&iew literacy strate+y descriptions/0 )rocess guides are desi+ned to stimulate students thin'in+ durin+ or after their readin+ or listenin+ to information presented in any content area. This process guide is modified because students will not be readin+ a te(t or passa+e in order to complete the proofs. To create this modified process +uide, write the steps
.statements/ and reasons .al+ebraic properties/ used to sol&e an al+ebraic e2uation as shown on the 1roof 1rocess ,uide 5 M. @e(t cut on the dotted lines to separate all the pieces and place them in an en&elope or ba++ie. ,i&e the en&elope to a +roup of students and as' them to arran+e the steps in a lo+ical order. !ependin+ on the ability of the class, it may be easier if the statements are in one en&elope and the reasons .al+ebraic properties/ are in a separate en&elope. Cour al+ebraic proofs are pro&ided in the 1roof 1rocess ,uide 5 M. )dditional proofs may need to be created if the class has a lar+e number of students. This acti&ity forces students to thin' throu+h the process of sol&in+ an e2uation in order to arran+e the steps in a lo+ical order. Nnce students are satisfied with their orderin+, they should copy the final result on paper.
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Nnce +roups ha&e had the opportunity to complete their proofs, ha&e them present the proofs to the class. >sin+ a modified 2uestioning the ?uthor !MtA" .&iew literacy strate+y descriptions/ techni2ue, ha&e students as' 2uestions about the proofs to clarify their own understandin+. The +oal of MtA is to help students construct meanin+ from te(t. Instead of students as'in+ the 2uestions durin+ readin+, in this acti&ity students will be as'in+ 2uestions after they ha&e re&iewed the proofs of other +roups. Some possible 2uestions mi+ht be: !oes the flow of the proof ma'e sense lo+ically: Is the correct reason +i&en for the statement presented: )re the statement and reason necessary to complete the proof: Is there a step missin+ that would help the reasonin+ sound more lo+ical: Teachers should direct students to thin' about their classmates presentations and de&elop 2uestions that may hi+hli+ht incorrect lo+ic or missin+ information. Teachers should set rules that create an en&ironment conduci&e to this process. Students should as' and answer most of the 2uestionsK howe&er, where necessary the teacher should offer his/her own 2uestions/e(planations to a&oid misconceptions and incorrect answers. Nnce students ha&e ad9usted to or+ani0in+ the proofs, introduce proofs with unnecessary information. ?e2uire that students use only information that is rele&ant to the proof and or+ani0e the information into a lo+ical order. 1ro&ide students with the opportunity to pro+ress from basic al+ebraic proofs to basic +eometric proofs based on al+ebraic concepts .definition of con+ruence, an+le and se+ment addition postulates, properties of e2uality/. 5oth of the strate+ies employed earlier in this acti&ity .process guides and MtA/ can also be used here to promote hi+her order thin'in+ and understandin+. &cti+ity ): Proofs 6G34: 1*7 Materials ist: pencil, paper The al+ebraic proofs were two column proofs, but some students find flow proofs or para+raph proofs easier to follow. "mphasis should be placed on pro&idin+ a con&incin+, easy-to-follow ar+ument with reasons rather than on usin+ one particular format. The content for these proofs should focus on basic +eometric concepts .se+ment and an+le addition, con+ruent se+ments, and an+les/. While these proofs may be similar to those in )cti&ity =, these proofs are different because students ha&e to come up with the statements and reasons as opposed to 9ust arran+in+ them in the correct order. Students must determine the ar+uments and reasons with their classmates. Cacilitate students wor' with proofs by ha&in+ the students create a modified math story chain .&iew literacy strate+y descriptions/. ) story chain typically has a +roup of students create a story based on content that has already been presented. "ach member of the +roup adds a line to the story until the story is completed. In this acti&ity, the story chain has been modified by ha&in+ students complete a proof based on the al+ebraic and +eometric concepts learned in this unit. <a&e students wor' in small +roups of three to four students. ,eometry>nit #?easonin+ and 1roof #;
In each +roup, each member should ta'e a turn writin+ one statement and reason for the proof. The first member will write the first statement and reason. The second member will read the first persons statement and reason and decide if it is lo+ical. Then he/she will add his/her own statement and reason. This process will continue until the entire proof is written. "ach time a member recei&es the proof, he/she should read the entire proof to be sure he/she a+rees with the lo+ic and flow of the proof. If any person in the +roup has a concern with any of the pre&ious information, he/she should help his/her classmate correct the statement then add his/her new information. ,roups should be allowed to use a two-column proof, a para+raph proof, or a flow proof. oo' for correct proofs. When most +roups ha&e completed their proofs, encoura+e them to discuss their ideas with other +roups. )t this point, students should 2uestion each other if they feel as thou+h there are errors in any of the wor'. 8hoose three different +roups to write a particular .correct/ proof on the board. )s a class, discuss &ariations and similarities of the three proofs, and tal' about e(tra steps that could be added or omitted.
&cti+ity *: 1un 0it &ngles 6G34s: 11' 1*' 237 Materials ist: pencil, paper ?e&iew the relationships amon+ an+les formed by the intersection of two parallel lines and a trans&ersal that were learned in +rade *. 1ro&ide students with a +raphic similar to !ia+ram 3 in which lines a and + are parallel. Cirst, pro&ide a number that represents the measure of an+le 3. <a&e students find the measures of all the other numbered an+les in the dia+ram and pro&ide a 9ustification for each measurement found .e.+., if the measure of an+le 3 is 3$%o, the measure of an+le % is 3$%o because an+les 3 and % are correspondin+ an+les/. @e(t, ha&e students pro&ide a con&incin+ ar+ument that pairs of an+les are either con+ruent or supplementary .e.+., +i&en that lines a and b are parallel, pro&e that an+les 3 and = are supplementary/, without usin+ an+le measures. .Solution/ If lines a and + are parallel$ then angles 4 and A are congruent corresponding angles0 Angles A and ; are supplementary +ecause they form a linear pair0 If angles A and ; are supplementary and angle 4 is congruent to angle A$ then angles 4 and ; must also +e supplementary since angles which are congruent can +e su+stituted for one another./ Sli+htly more difficult proofs can be de&ised usin+ dia+rams similar to !ia+ram #. >se acti&ities that re2uire students to pro&ide proofs or con&incin+ ar+uments for answers throu+hout the year.
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Diagram 1
Diagram 2 1 a 5 6 7 8 2 3 4
1 3 4
5 7 8
9 b 13
10 14 15
11
12 16
%ample &ssessments General &ssessments The student will answer prompts that include the followin+ concepts in his/her math learning logs .&iew literacy strate+y descriptions/: o 8omparin+ inducti&e and deducti&e reasonin+. o !escribin+ a situation in which he/she had se&eral e(periences that led him/her to ma'e a true con9ecture. The student will describe a situation in which he/she had se&eral e(periences that led to a false con9ecture. o ?espondin+ to an ad&ertisement, such as the followin+: DThose who choose Tint-and-Trim <air Salon ha&e impeccable taste, and you ha&e impeccable taste.E This shows misuse of the aw of !etachment ma'in+ a reader come to an in&alid conclusion. a. What conclusion does the ad want to imply: b. Write another e(ample that illustrates incorrect lo+ic. The student will create a portfolio containin+ samples of his/her acti&ities. Cor instance, the student will select the lo+ic pu00le he/she li'ed best, e(plain how it was sol&ed, and why he/she li'es it. The student will write the in&erses, con&erses, and contrapositi&es of +i&en conditional statements, or+ani0e information for a proof, write his/her own proofs for basic al+ebraic and +eometric concepts, and draw conclusions based on the laws of syllo+ism and detachment.
&cti+ity2%pecific &ssessments )cti&ity 3: The student will create his/her own lo+ic problems. The students should then sol&e each others problems turnin+ in the solutions for assessment. #%
)cti&ity #: The student will find instances in real-life in which lo+ical conclusions ha&e been made. <e/she can use newspapers, ma+a0ines, e(periences at home, etc., and will write a para+raph e(plainin+ whether the lo+ic used was inducti&e or deducti&e and if the conclusions are true or false. In this e(planation, the student will demonstrate a concrete understandin+ of the difference between inducti&e and deducti&e reasonin+. )cti&ity #: The student will read a boo' or watch a mo&ie or TT show in which deducti&e lo+ic is used to sol&e a mystery. <e/she will detail the facts used in the deducti&e process in a short synopsis of the boo' or mo&ie. )cti&ity =: The student will write proofs independently usin+ basic al+ebra concepts. The student will e(plain the reasons for each step in the process of sol&in+ the problem. )cti&ities = and *: 1ro&ide students with proofsAsome that are accurate and some that ha&e flaws. The student will e&aluate the proofs and identify and correct any flaws that e(ist. )cti&ity 6: 1ro&ide students with one measurement in a dia+ram usin+ parallel lines and trans&ersals .possibly three parallel lines and one or two trans&ersals/. The student should find all the missin+ an+le &alues in the dia+ram and pro&ide an e(planation of how each &alue was determined.
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Geometry Unit 3: Parallel and Perpendicular Relations ips Time 1rame: )ppro(imately three wee's Unit .escription This unit demonstrates the basic role played by "uclids fifth postulate in +eometry. "uclids fifth postulate is stated in most te(tboo's usin+ the wordin+ found in 1layfairs )(iom: Through a given point$ only one line can +e drawn parallel to a given line0 This a(iom and se&eral others are considered by some mathematicians to be e2ui&alent to "uclids fifth postulate. The focus is on basic an+le measurement relationships for parallel and perpendicular lines, e2uations of lines that are parallel and perpendicular in the coordinate plane, and pro&in+ that two or more lines are parallel usin+ &arious methods includin+ distance between two lines. %tudent Understandings Students should 'now the basic an+le measurement relationships and slope relationships between parallel and perpendicular lines in the plane. Students can write and identify e2uations of lines that represent parallel and perpendicular lines. They can reco+ni0e the conditions that must e(ist for two or more lines to be parallel. Three-dimensional fi+ures can be connected to their #-dimensional counterparts when possible. Guiding #uestions 3. 8an students relate parallelism to "uclids fifth postulate and its ramifications for "uclidean ,eometry: #. 8an students use parallelism to find and de&elop the basic an+le measurements related to trian+les and to trans&ersals intersectin+ parallel lines: ;. 8an students lin' perpendicularity to an+le measurements and to its relationship with parallelism in the plane and ;-dimensional space: 7. 8an students sol&e problems +i&en the e2uations of lines that are perpendicular or parallel to a +i&en line in the coordinate plane and discuss the slope relationships +o&ernin+ these situations: %. 8an students sol&e problems that deal with distance on the number line or in the coordinate plane:
,eometry>nit ;1arallel and 1erpendicular ?elationships
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Unit 3 Grade23e+el 45pectations 6G34s7 G34 8 G34 Te5t and 9enc mar:s /umber and /umber Relations 3. Simplify and determine the &alue of radical e(pressions .@-#-</ .@-=-</ &lgebra 4. Write the e2uation of a line parallel or perpendicular to a +i&en line throu+h a specific point .)-;-</ .,-;-</ Geometry 3$. Corm and test con9ectures concernin+ +eometric relationships includin+ lines, an+les, and poly+ons .i.e., trian+les, 2uadrilaterals, and n-+ons/, with and without technolo+y .,-3-</ .,-7-</ .,-4-</ 33. !etermine an+le measurements usin+ the properties of parallel, perpendicular, and intersectin+ lines in a plane .,-#-</ 3#. )pply the 1ytha+orean theorem in both abstract and real-life settin+s .,-#-</ 34. ?epresent and sol&e problems in&ol&in+ distance on a number line or in the plane .,-;-</ 36. !e&elop formal and informal proofs .e.+., 1ytha+orean theorem, flow charts, para+raphs/ .,-4-</ .ata &nalysis' Probability' and .iscrete ;at ##. Interpret and summari0e a set of e(perimental data presented in a table, bar +raph, line +raph, scatter plot, matri(, or circle +raph .!-=-</ %ample &cti+ities &cti+ity 1: %lopes of Perpendicular 3ines 6G34s: 1,' 11' 227 Materials ist: pencil, paper, +raphs of lines for wor' in pairs <a&e students wor' in pairs. 1ro&ide each pair of students with three +raphs of lines, each on a separate coordinate +rid system. Nn one set of a(es ha&e a +raph of parallel linesK on the other two sets of a(es ha&e sin+le lines with different slopes and yintercepts. 5e sure to use a different set of lines for each pair of students. 1ro&ide at least two points on each line by mar'in+ the points on the +raphs. ?e&iew how to find the slope of a line from two points, and then ha&e students determine the slope of each of the lines pro&ided. @e(t, ha&e students carefully fold each of the sin+le lines onto itself and crease the paper alon+ the fold line. <a&e students measure the an+le formed by the line and the DcreaseE line to confirm that it is a ri+ht an+le. 5e sure to en+a+e students in a discussion that helps them see that the DcreaseE line is perpendicular to the ori+inal line. Students should de&elop a con&incin+ ar+ument that the DcreaseE line is perpendicular to the ori+inal lines .i.e., The two an+les are con+ruent because they are the same si0e since the an+les
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DmatchE when folded o&er one another. 5ecause a line measures 3*$ de+rees, the measures of the two an+les are 6$ de+rees each/. Students will then determine the slope of the DcreaseE line and compare it to that of the ori+inal line. )ll data from the class should be recorded in a chart. The chart should include a column for the slope of the ori+inal line and a column for the slope of the DcreaseE line. >sin+ the class data, student pairs should ma'e a con9ecture about the slope of perpendicular lines. >sin+ the +raph with the +i&en parallel lines, ha&e students fold the +raph so each line lies on itself to create a DcreaseE line which passes throu+h the pair of parallel lines. Then ha&e students discuss how the slopes of the parallel lines are related, and whether or not the DcreaseE is perpendicular to one or both of the +i&en lines. This should lead to a discussion about the theorem that states Dif a line is perpendicular to one of two parallel lines, then it is perpendicular to the other.E &cti+ity 2: Parallel and Perpendicular 3ines 6G34: $7 Materials ist: pencil, paper, +raph paper, computer drawin+ pro+ram .optional/ 1ro&ide students with se&eral e2uations of pairs of lines that are parallel, and se&eral e2uations of pairs of lines that are perpendicular, but dont +i&e the students the relationships. <a&e students +raph the lines and determine the characteristics of the e2uations of the lines that are parallel, and the characteristics of those that are perpendicular .i.e., parallel lines ha&e the same slopes and different y-intercepts, perpendicular lines ha&e slopes that are opposite reciprocals of one another/. )s an alternati&e, ha&e students use a computer software pro+ram li'e #eometer8s S etchpad to draw a pair of perpendicular lines and a pair of parallel lines. <a&e the pro+ram +enerate the e2uations of those lines and then determine the characteristics of these e2uations. Nnce the characteristics are determined, re&iew with students the process for de&elopin+ the e2uation of the line if two points on the line are +i&en. 1ro&ide students with +raphs of lines that are parallel or perpendicular .se&eral of each/. <a&e students apply the characteristics of parallel or perpendicular lines to write the e2uations for the +i&en lines. @e(t, ha&e students write the e2uation of lines that are parallel or perpendicular to a line throu+h a +i&en point on the line. "(amples: ,i&en that a line passes throu+h ( #,;) and ( 7,4 ) , write the e2uation of a line that is parallel to the +i&en line and passes throu+h ( 3, # ) . Write the e2uation of the line that is perpendicular to the ori+inal line throu+h ( 3, # ) . Solution/ )arallel/
y= 3 % . 6 )erpendicular/ y = # . 0 # #
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To end the acti&ity, ha&e students wor'in+ alone write e2uations of any two lines that are parallel and any two lines that are perpendicular. !o not pro&ide them with any information such as slopes or y-intercepts. &cti+ity 3: Pro+ing 3ines are Parallel 6G34s: 1,' 11' 1*7 Materials ist: pencil, paper, dia+rams for discussion, learnin+ lo+ Teacher note/ The names of the special angle pairs formed +y two lines and a transversal$ and the relationships of these special angle pairs are found in the #rade ( #L9s so they are not discussed in detail here0 A review may +e necessary depending on the students in the class0 ,i&e students dia+rams of parallel lines and trans&ersals, and dia+rams of lines that are not parallel with trans&ersals. ead a discussion to determine what characteristics of parallel lines will +uarantee that two lines are parallel .e.+., two lines are parallel if correspondin+ an+les are con+ruent, alternate interior an+les are con+ruent, alternate e(terior an+les are con+ruent, consecuti&e interior an+les are supplementary, parallel lines are e&erywhere e2uidistant/. <a&e students form con9ectures that lead to the con&erses of the parallel lines theorems .e.+., if alternate interior an+les are con+ruent when a trans&ersal intersects two lines, then the two lines are parallel/. ?emind students that the statement DIf two parallel lines are cut by a trans&ersal, then correspondin+ an+les are con+ruentE is a postulate which is accepted as true without proof. The con&erse DIf two lines in a plane are cut by a trans&ersal so that correspondin+ an+les are con+ruent, then the two lines are parallelE is also a postulate accepted as true without proof. >sin+ these postulates as truth, students can pro&e the other theorems and con&erses. )llow students to initially use an+le measures to write proofs for specific sets of lines to pro&e these theorems, but also re2uire them to use +eneral proofs that pro&e lines parallel throu+h +eneralities. These proofs can ta'e any form .informal, para+raph, two-column, flow/. 1ro&ide opportunities for students to pro&e the other theorems which are based on the postulate for correspondin+ an+les. <a&e students complete a proof .or proofs/ which in&ol&es the theorems and/or their con&erses in their math learning logs .&iew literacy strate+y descriptions/. Students should be allowed to complete any type of proof they wish as lon+ as they demonstrate lo+ical thin'in+ and reasonin+ and pro&ide e&idence for their statements. The dia+rams should be more than 9ust a pair of parallel lines cut by a trans&ersal. The dia+rams used in this proof should incorporate parallel lines in other fi+ures such as trian+les and 2uadrilaterals .in a trape0oid, the an+les alon+ one le+ are supplementaryK opposite an+les of a parallelo+ram are con+ruentK if a se+ment is drawn parallel to any side of a trian+le, the correspondin+ an+les in the similar trian+les are con+ruentK etc./. Students should not be as'ed to pro&e two trian+les con+ruent at this time, but this can ser&e as a precursor to the proofs they will write in >nit 7.
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1ro&ide dia+rams of two lines that are perpendicular to one line. <a&e students form a con9ecture that if two lines are perpendicular to the same line, they must be parallel. Then, ha&e students write a proof of this theorem. To end the acti&ity, ha&e students complete S)AW* Writing .&iew literacy strate+y descriptions/ usin+ the What If- cate+ory. <a&e students answer the followin+ prompt: Thin' about your fa&orite outin+ .a trip to the mall, football +ames, a trip to Walt !isney World, etc./. What mi+ht your day be li'e if there were no way to ensure lines are parallel: )fter students ha&e had time to construct their responses, the teacher may allow a few students to share their responses with the class. Students may add their own ideas to other students responses or 2uestion their reasonin+. These writin+s could be included in a portfolio of the students wor'. &cti+ity ": .istance in t e Plane 6G34s: 1' 12' 1$7 Materials ist: pencil, paper, +raph paper <a&e students e(plore the distance between two points in the rectan+ular coordinate system. ,i&e attention to the idea that distance in the plane between two points can be thou+ht of as the len+th of a hypotenuse of a ri+ht trian+le. Thus, the 1ytha+orean theorem can be used to determine these distances. <a&e students apply the concept of distance on a number line to find the len+th of the le+s of the ri+ht trian+le. Nnce students understand how the 1ytha+orean theorem applies to distance on a coordinate plane, +uide students as they de&elop the formula for distance on the coordinate plane throu+h the use of arbitrary points ( .3 , y3 ) and ( .# , y# ) . When usin+ the 1ytha+orean theorem and the distance formula, ha&e students simplify radical solutions as well as use the calculator to estimate the solution. &cti+ity 5: Parallel 3ines and .istance 6G34s: 1,' 1$7 Materials ist: pencil, paper, computer drawin+ pro+ram .optional/, learnin+ lo+ 1ro&ide different sets of two lines. Some sets should be parallelK others should not be parallel. These lines should be drawn on lineless paper. )s' students how they &isually determine which of the sets of two lines are parallel. <a&e a discussion which leads to an understandin+ that parallel lines are always the same distance apart. ead students in a discussion about the definition of distance +etween a point and a line or distance +etween two parallel lines. Nne way to do this is to draw two parallel lines on the board and use a ruler to determine distances. >se a drawin+ pro+ram, such as #eometer8s S etchpadK$ as an alternate way to demonstrate the same concept. The ,eometry>nit ;1arallel and 1erpendicular ?elationships ;3
discussion should re&eal that the distance is always the shortest line se+ment between two points .or the shortest distance between a point and a line/. <a&e students reali0e that distance between a point and a line is the same as the len+th of a line se+ment which starts at the point and is perpendicular to the line. To find the distance between two parallel lines, identify a point on one of the lines and draw a se+ment from this point perpendicular to the second line. ,i&e students dia+rams on the coordinate plane and as' them to find the distance between lines and points not on the lines. ?e&iew the concept of the 1arallel 1ostulate here .If there is a line and a point not on the line, then there is e(actly one line that can be drawn throu+h the +i&en point that is parallel to the +i&en line/. <a&e students apply the concept of distance between a point and a line to poly+ons. ?elate the distance between a point and a line to findin+ the len+th of an altitude in a trian+le .i.e., an altitude is the perpendicular distance from a &erte( to a se+ment on the opposite side of the trian+le/. This establishes correct understandin+s necessary for the concepts that will find area, surface area, and &olume. To end the acti&ity, ha&e the students answer the followin+ prompt in their math learning logs .&iew literacy strate+y descriptions/: !escribe how to determine the distance between a line and a point not on the line. <ow could you use this information to help you find the distance between a plane and a point that is not contained in that plane: &cti+ity $: 3adders and %a0s 6G34s: 1,' 117 Materials ist: pencil, paper, unlined paper, colored pencils .at least three different colors/, protractor, ruler, trian+le cutouts, copies of the directions from the website listed in the acti&ity Instructions for the adder and Saws )cti&ity can be found in many te(ts and on the web. Cor e(ample, see http://library.thin'2uest.or+/#*;3*/ladders.html. In this acti&ity, students use parallel se+ments in hands-on acti&ities to disco&er &arious relationships between an+les, se+ments, and trian+les. The website pro&ides a materials list as well as directions for completin+ the acti&ity. The last line of the webpa+e is a lin' to a pdf file. This file or+ani0es the same information as presented on the webpa+e into a printable format which will help with the e(ecution of this acti&ity. 5elow is a list of some of the possible concepts/principles that students may Ddisco&erE by en+a+in+ in the adders and Saws )cti&ity .as listed on the website http://library.thin'2uest.or+/#*;3*/ladders.html/. The sum of the an+le measures of any trian+le is e2ual to 3*$V. Tertical an+les are con+ruent. inear pairs are supplementary. )lternate interior an+les are con+ruent when lines are parallel. ,eometry>nit ;1arallel and 1erpendicular ?elationships ;#
8orrespondin+ an+les are con+ruent when lines are parallel. Same-side interior an+les are supplementary when lines are parallel. The measure of the e(terior an+le of a trian+le is e2ual to the sum of the measures of the two remote interior an+les of the trian+le. Two lines parallel to a third line are parallel to each other. Npposite sides of a parallelo+ram are parallel and con+ruent. Npposite an+les of a parallelo+ram are con+ruent. )d9acent an+les of a parallelo+ram are supplementary. The se+ment 9oinin+ the midpoints of two sides of a trian+le is parallel to the third side and has a len+th e2ual to half the len+th of the third side. The ratio of the perimeters of two similar trian+les is the same as the scale factor of the similar trian+les. The sum of the e(terior an+le measures of any con&e( poly+on is ;4$V. The sum of the an+le measures of a 2uadrilateral is ;4$V. The sum of the an+le measures of a he(a+on is =#$V.
Teachers should insure that students understand the relationships amon+ the an+les formed by the parallel lines and trans&ersals as discussed in >nit # )cti&ity =. <a&e students discuss the other concepts mentioned abo&e and retain this listin+ of relationships so that they may refer to it durin+ discussions in subse2uent units that refer to these concepts. The concepts which emer+e concernin+ trian+les and 2uadrilaterals will be &ery important in >nit 7. While students may ha&e been introduced to much of this information prior to this course, this acti&ity connects their 'nowled+e of parallel lines and the an+le relationships formed by those lines, to their prior 'nowled+e of trian+les and 2uadrilaterals. &cti+ity !: Parallel 3ine 1acts 6G34s: 1,' 11' 1*7 Materials ist: pencil, paper, 1arallel ine Cacts 5 M, ruler Teacher *ote/ The focus of this activity is to apply the properties of parallel lines learned in earlier activities0 This is a good application of proof using the parallel line properties0 It also introduces information relative to angle relationships in triangles$ connecting this unit to Lnit 50 ,i&e students copies of the 1arallel ine Cacts 5 M and ha&e them complete the followin+ steps. <a&e students draw a line throu+h one &erte( of a trian+le so that the line is parallel to a side of the trian+le. <a&e students write a proof .usin+ parallel line relationships from >nit # and earlier acti&ities/ to show that the sum of the an+les in a trian+le is 3*$V.
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>se the same dia+ram to write a proof to show that the measure of an e(terior an+le in a trian+le has the same measure as the sum of the two remote interior an+les. This the "(terior )n+le Sum theorem. <a&e students in&esti+ate the area of different trian+les formed between two parallel lines by mo&in+ one &erte( alon+ one of the parallel lines. Students should reco+ni0e that the hei+ht of each trian+le is always the same since the distance between the parallel lines will not chan+e. Since the base len+th doesnt chan+e, students should reali0e that the areas are the same. %ample &ssessments
General &ssessments The student will create a portfolio containin+ samples of wor' completed durin+ acti&ities. Cor instance, he/she could include the +raphs from )cti&ity # and e(plain what happened in the acti&ity and what was learned from the acti&ity. The student will respond to 9ournal prompts that include: o !escribin+ at least three different ways to pro&e two lines are parallel. # o "(plainin+ how to write the e2uation of a line perpendicular to y = . + % ; throu+h the +i&en point .-7,4/. o "(plainin+ the relationship between the 1ytha+orean theorem and the distance formula for distance on the coordinate plane. The student will create a Dscrapboo'E of pictures ta'en in a real-world settin+ .i.e. railroad trac's/ that depict parallel and perpendicular lines. This scrapboo' will include pictures and indicate how the items in the picture demonstrate the term chosen. The student will ha&e a minimum of three pictures for each term. See the Scrapboo' ?ubric 5 M for more information.
&cti+ity2%pecific &ssessments )cti&ity 3: The teacher will pro&ide the student with se&eral sets of +raphs of perpendicular lines, intersectin+ lines which are not perpendicular, and intersectin+ lines which are almost perpendicular drawn on coordinate +raph paper. The student will use slope to determine if the lines are parallel. )cti&ity #: The teacher will +i&e each student a copy of the Whats My ine: 5 M and one of the fi&e Whats My ine: +raphs. The fi&e +raphs ha&e different slopes so there is a lar+er probability that the students will ha&e different responses. The student will draw and label the .2 and y-a(es anywhere on the coordinate plane that he/she chooses. 5ased on where the .2 and y-a(es are drawn, the student will then
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find the slope of the +i&en line and write the e2uation of the +i&en line. write the e2uation for a line which passes throu+h the +i&en point and is parallel to the +i&en line. write the e2uation of the line which is perpendicular to the +i&en line and passes throu+h the +i&en point. ) Whats My ine: ?ubric 5 M is pro&ided for this assessment. )cti&ity 4: The teacher will pro&ide the student with nets or dia+rams formed by intersectin+ lines .parallel and nonparallel/ and a minimal number of an+le measures for the dia+ram. The student will calculate the missin+ an+le measures usin+ either the formula S = 3*$.n #/ or the an+les created by trans&ersals that intersect parallel lines.
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Geometry Unit ": Triangles and #uadrilaterals Time 1rame: )ppro(imately fi&e wee's Unit .escription This unit introduces the &arious postulates and theorems that outline the study of con+ruence and similarity. The focus is on similarity and con+ruence treated as similarity with a ratio of 3 to 3. It also includes the definitions of special se+ments in trian+les, classic theorems that de&elop the total concept of a trian+le, and relationships between trian+les and 2uadrilaterals that underpin measurement relationships. The properties of the special 2uadrilaterals .parallelo+rams, trape0oids, and 'ites/ are also de&eloped and discussed. %tudent Understandings Students should 'now definin+ properties and basic relationships for all forms of trian+les and 2uadrilaterals. They should also be able to discuss and apply the con+ruence postulates and theorems and compare and contrast them with their similarity counterparts. Students should be able to apply basic classical theorems, such as the Isosceles Trian+le theorem, Trian+le Ine2uality theorem, and others. Guiding #uestions 3. 8an students illustrate the basic properties and relationships tied to con+ruence and similarity: #. 8an students de&elop and pro&e con9ectures related to con+ruence and similarity: ;. 8an students draw and use fi+ures to 9ustify ar+uments and con9ectures about con+ruence and similarity: 7. 8an students state and apply classic theorems about trian+les, based on con+ruence and similarity patterns: %. 8an students construct the special se+ments of a trian+le and apply their properties: 4. 8an students determine the appropriate name of a 2uadrilateral +i&en specific properties of the fi+ure: =. 8an students apply properties of 2uadrilaterals to find missin+ an+le and side measures:
,eometry>nit 7Trian+les and Wuadrilaterals
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Unit " Grade23e+el 45pectations 6G34s7 G34 8 G34 Te5t and 9enc mar:s /umber and /umber Relations 3. Simplify and determine the &alue of radical e(pressions .@-#-</.@-=-</ &lgebra 4. Write the e2uation of a line parallel or perpendicular to a +i&en line throu+h a specific point .)-;-</ .,-;-</ Geometry 6. 8onstruct #- and ;-dimensional fi+ures when +i&en the name, description, or attributes, with and without technolo+y .,-3-</ 3$. Corm and test con9ectures concernin+ +eometric relationships includin+ lines, an+les, and poly+ons .i.e., trian+les, 2uadrilaterals, and n-+ons/, with and without technolo+y .,-3-</ .,-7-</ .,-4-</ 34. ?epresent and sol&e problems in&ol&in+ distance on a number line or in the plane .,-;-</ 3=. 8ompare and contrast inducti&e and deducti&e reasonin+ approaches to 9ustify con9ectures and sol&e problems .,-7-</ .,-4-</ 3*. !etermine an+le measures and side len+ths of ri+ht and similar trian+les usin+ tri+onometric ratios and properties of similarity, includin+ con+ruence. .,-%-</ .M-7-</ 36. !e&elop formal and informal proofs .e.+., 1ytha+orean theorem, flow charts, para+raphs/ .,-4-</ .ata &nalysis' Probability' and .iscrete ;at #;. !raw and 9ustify conclusions based on the use of lo+ic .e.+., conditional statements, con&erse, in&erse, contrapositi&e/ .!-*-</ .,-4-</ .@-=-</ %ample &cti+ities Teacher *ote/ Before +eginning this unit$ the teacher should ma e sure the students have a good understanding of the Angle Sum theorem and 9.terior Angle theorem foundin Lnit 1 Activity ;0 Students should also +e a+le to classify triangles according to their side and angle measures0 If necessary$ the teacher may ta e a day or two to review these concepts6 however$ this should +e ept to a minimum0 &cti+ity 1: &naly<ing -sosceles Triangles 6G34s: 1' 1,' 1$'7 Materials ist: pencil, paper, patty paper, compass, strai+hted+e, ruler Teacher *ote/ Safety compasses can +e used in schools where sharp$ pointed instruments are prohi+ited0 Techni?ues for using patty paper to duplicate segments$ construct perpendicular lines$ angle +isectors$ etc0$ can +e found in )atty )aper #eometry +y Michael Serra !Ney Curriculum )ress"0 ,eometry>nit 7Trian+les and Wuadrilaterals ;=
<a&e students use patty paper or tracin+ paper to draw an acute, isosceles trian+le. <a&e them start by drawin+ an acute an+le and labelin+ it C. Then they should mar' e2ual su u r len+ths on each side of the an+le, label them A and B, and draw AB . <a&e students use patty paper constructions, compass/strai+ht ed+e constructions, or measurements with a ruler to mar' e2ual len+ths. <a&e students fold the trian+le in half so that the e2ual sides lie on top of each other. <a&e students ma'e obser&ations about base an+les A and B0 ?epeat the acti&ity with obtuse and ri+ht isosceles trian+les as well. <a&e a class discussion in which students form con9ectures that lead to the Isosceles Trian+le theorem .If two sides of a trian+le are con+ruent, then the an+les opposite those sides are con+ruent./ and its con&erse. <a&e students practice their al+ebra s'ills to find the measures of sides and an+les of isosceles trian+les, when +i&en information about the isosceles trian+les. Cor e(ample: ). In isosceles trian+le VABC with base BC , mABC = % . 7o , and mACB = = . #$ o , find the measure of each an+le. Solution/ . = *, mABC = ;4o, mACB = ;4o, and mBAC = 3$*o 0 In isosceles triangle VI9F $ F is the verte. angle0 If I9 = % . inches, 9F = 7 . ; inches, and IF = # . + = inches $ find the length of the +ase0 Solution/ . = %, and I9 = #% inches0
VABC has vertices A ( #,% ) , B ( %, # ) , and C ( #, 3) 0 Lse the distance formula to show that VABC is an isosceles triangle and name the pair of congruent angles0 Solution/ AB = ; #, BC = ; #, AC = 4, AB BC , and A C. All distances are in linear units0
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&cti+ity 2: Congruent Triangles 6Using Tec nology7 6G34: 1,7 Materials ist: pencil, paper, Internet access <a&e students 2ui0 themsel&es and trac' results concernin+ terminolo+y used with con+ruent trian+les at the website http://www.2uia.com/92/3;;6=.html. This acti&ity is an assessment of the students prior 'nowled+e. ?epeat the acti&ity later in the unit to see if +ains were made. If the class does not ha&e Internet access so that each student can ta'e the 2ui0 online, then the 2ui0 may be printed from the site so copies can be made.
,eometry >nit 7Trian+les and Wuadrilaterals
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&cti+ity 3: Corresponding Parts 6CPCTC7 6G34s: 1,' 1)7 Materials ist: pencil, paper *ote: While this activity does not as students to find the measures of segments or angles$ it does re?uire them to determine corresponding parts of congruent triangles0 This is a s ill necessary when determining corresponding sides to write proportions for similarity0 The focus of this lesson is to ma'e students aware of correct ways to name con+ruent trian+les to preser&e correspondin+ parts. <a&e students wor' in small +roups. ,i&e each +roup se&eral dia+rams of pairs of con+ruent trian+les. <a&e students measure sides and an+les to determine con+ruent, correspondin+ parts. ead a discussion about writin+ con+ruence statements and focus on writin+ letters in the correct order. 1ro&ide students with con+ruence statements such as VABC VOBP and as' them to name the correspondin+ an+les and sides. )dditionally, instruct students to find e2ui&alent con+ruence statements for fi+ures .e.+., for the e(ample +i&en abo&e, VBAC VBOP is an e2ui&alent statement/. &cti+ity ": ;ore about Congruent Triangles 6Using Tec nology7 6G34s: 1,' 1*7 Materials ist: pencil, paper, +eometry drawin+ software .if the software is una&ailable use straws, protractor, ruler, compass, patty paper/, computers >sin+ #eometer8s S etchpadK or similar +eometry software, +i&e students a set of three len+ths for line se+ments that can be used to form a trian+le. <a&e students construct the trian+le. @e(t, ha&e students compare their constructions. They should ma'e a con9ecture about the trian+les created .e.+., the trian+les are con+ruent/. @e(t, ha&e students repeat the acti&ity usin+ two side len+ths and an included an+le. )+ain, ha&e students con9ecture the relationship between the constructed trian+les. ?epeat the acti&ity usin+ two an+les and an included side, and then a+ain, usin+ two an+les and a non-included side. )s' students to use their constructions to help them de&elop con&incin+ ar+uments for the postulates disco&ered in this acti&ity .SSS, S)S, )S), and ))S/. If the class does not ha&e access to +eometry software, ha&e students use straws cut to certain len+ths, and protractors. 1ro&ide alternati&e ways for students to draw the +i&en trian+les by hand if materials are not accessible .compass/strai+hted+e or patty paper/.
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&cti+ity 5: &re T ey Congruent@ 6G34s: 1,7 Materials ist: pencil, paper, ruler, protractor, compass, +eometry drawin+ software .optional/, computers .optional/ 1ro&ide students with the measures of two sides and a non-included an+le for a trian+le, or the measures of three an+les and no sides. <a&e students construct a trian+le usin+ the +i&en measures .either with or without technolo+y/. @e(t, ha&e students compare their constructions. <a&e students ma'e a con9ecture about the relationships of these constructed trian+les. ?epeat this acti&ity with se&eral sets of SS) or ))) measures. Students should ma'e a con9ecture about whether SS) and ))) can be used to 9ustify two trian+les bein+ con+ruent. &cti+ity $: Pro+ing Triangles Congruent 6G34s: 1!' 1*' 237 Materials ist: pencil, paper, 1ro&in+ Trian+les 8on+ruent 5 M <a&e students wor' in +roups. 1ro&ide each pair of students with one of the sheets in the 1ro&in+ Trian+les 8on+ruent 5 M that present dia+rams in&ol&in+ con+ruent trian+les. "ach +roup should ha&e different dia+rams. !e&elop more dia+rams with different +i&en information to accommodate the class. The 1ro&in+ Trian+les 8on+ruent 5 M pro&ides some samples of the types of dia+rams teachers can use. Since students ha&e not yet learned the properties of parallelo+rams, pro&ide +i&en information that allows students to pro&e two .or more/ trian+les con+ruent. )s' students to pro&e two of the trian+les in the dia+ram are con+ruent or parts of con+ruent trian+les are con+ruent. )llow students to use &arious methods of proof: two-column, flow, or para+raph. <a&e +roups share their proofs with the class. >sin+ a modified ?uestioning the author !MtA" .&iew literacy strate+y descriptions/ techni2ue, ha&e students as' 2uestions about the proofs to clarify their own understandin+. The +oal of MtA is to help students construct meanin+ from te(t. Instead of students as'in+ the 2uestions durin+ readin+, in this acti&ity, students will be as'in+ 2uestions after they ha&e re&iewed the proofs of other +roups. Some possible 2uestions mi+ht be: !oes the flow of the proof ma'e sense lo+ically: What information in the dia+ram led you to that statement: Is the correct reason +i&en for the statement presented: )re the statement and reason necessary to complete the proof: Is there a step missin+ that would help the reasonin+ sound more lo+ical:
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To end the acti&ity, ha&e students employ techni2ues used in class to pro&e two trian+les from a dia+ram are con+ruent. This indi&idual wor' will show that students ha&e mastered the s'ill. &cti+ity !: &ltitudes' &ngle 9isectors' ;edians' and Perpendicular 9isectors of a Triangle 6G34: 1,7 Materials ist: pencil, paper, patty paper, +eometry software, computers <a&e students wor' in +roups of three or four. ,i&e each +roup 3# sheets of patty paper. Instruct students to draw the followin+ types of trian+les .one trian+le on each sheet of patty paper/: four acute scalene trian+les, four ri+ht scalene trian+les, and four obtuse scalene trian+les. <a&e students label one sheet of patty paper from each +roup of trian+les with one of the followin+: an+le bisectors, medians, perpendicular bisectors, or altitudes. 1ro&ide students with the definition of angle +isector. <a&e students construct the an+le bisectors for all the an+les in each trian+le labeled with an+le bisector. This may be done &ia patty paper foldin+, measurin+, or with the use of a drawin+ pro+ram such as the #eometer8s S etchpadK. The purpose of this acti&ity is to ha&e students learn the definition by ha&in+ to create an+les of e2ual measure. )s' students to share their wor' with other class members. If done properly, the an+le bisectors will intersect at one point. <a&e students discuss any differences they obser&ed when constructin+ the an+le bisectors on the different types of trian+les .acute, ri+ht, and obtuse/. Cor all three types, the an+le bisectors should intersect inside the trian+le. 1ro&ide students with the definition of median0 <a&e students construct the three medians in each trian+le labeled with median. This may be done &ia patty paper foldin+, measurin+, or with the use of a drawin+ pro+ram such as the #eometer8s S etchpadK. The purpose of this acti&ity is to ha&e students learn the definition by ha&in+ to first find the midpoint of a side, and then draw a se+ment from the midpoint to the opposite &erte( in the trian+le. )s' students to share their wor' with other class members. If done properly, the medians will intersect in one point. <a&e students discuss any differences they obser&ed when constructin+ the medians on the different types of trian+les .acute, ri+ht, and obtuse/. Cor all three types, the medians should intersect inside of the trian+le. 1ro&ide students with the definition of perpendicular +isector of a segment0 <a&e students construct the perpendicular bisectors for all sides in each trian+le labeled with perpendicular bisector. This may be done &ia patty paper foldin+, measurin+, or with the use of a drawin+ pro+ram such as the #eometer8s S etchpadK. The purpose of this acti&ity is to ha&e students learn the definition by ha&in+ to locate the midpoint of a side and then drawin+ a line throu+h the midpoint so that the line is perpendicular to the side of the trian+le. )s' students to share their wor' with other class members. If done properly, the perpendicular bisectors of the three sides of the trian+le will intersect in one point. <a&e students discuss any differences they obser&ed when constructin+ the perpendicular bisectors on the different types of trian+les .acute, ri+ht, and obtuse/. Cor
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the acute trian+le, the perpendicular bisectors will intersect inside the trian+le. Cor the ri+ht trian+le, the perpendicular bisectors will intersect on the hypotenuse. Cor the obtuse trian+le, the perpendicular bisectors will intersect outside the trian+le. 1ro&ide students with the definition of altitude in a trian+le. <a&e students construct the three altitudes in each trian+le and label each line with the word altitude. This may be done &ia patty paper foldin+, measurin+, or with the use of a drawin+ pro+ram such as the #eometer8s S etchpadK. The purpose of this acti&ity is to ha&e students learn the definition by creatin+ a line that passes throu+h a &erte( of the trian+le and is perpendicular to the opposite side. )s' students to share their wor' with other class members. If done properly, the altitudes will intersect in one point. <a&e students discuss any differences they obser&ed when constructin+ the altitudes on the different types of trian+les .acute, ri+ht, and obtuse/. Cor the acute trian+le, the altitudes will intersect inside the trian+le. Cor the ri+ht trian+le, the altitudes will intersect at the &erte( of the ri+ht an+le. Cor the obtuse trian+le, the altitudes will intersect outside the trian+le. Teacher *ote/ Instructions for using patty paper to fold segments in this activity can +e found in )atty )aper #eometry +y Michael Serra !Ney Curriculum )ress"0 It is not recommended that these constructions +e made with a compass:straightedge as students seldom remem+er the construction steps0 If compass:straightedge constructions are used$ time must +e ta en to e.plain and demonstrate how the constructions relate to congruent triangles !i0e0$ the construction of a perpendicular +isector of a segment is +ased on the creation of two triangles +y SSS"0 )atty paper constructions or use of the #eometer8s S etchpad are much more intuitive for students$ and their use does not present safety issues0 <a&e students practice constructin+ their own altitudes, perpendicular bisectors, medians, and an+le bisectors to help internali0e the definitions. 9.tensions: )n acute, scalene trian+le wor's best for these acti&ities. <a&e students draw the trian+le on a sheet of patty paper. The trian+le should be as lar+e as possible. <a&e students fold or draw all an+le bisectors in a trian+le. Tell them the name of the common intersection point for the three an+le bisectors in a trian+le is called the incenter0 <a&e students measure the distance from the incenter to each side. This reinforces the concept of distance between a point and a line. These distances should be the same, indicatin+ that the incenter is the center of a circle which can be inscribed in the trian+le. <a&e students use a compass to draw the inscribed circle. <a&e students fold or draw all the perpendicular bisectors in a trian+le. Tell them the name of the common intersection point for the three perpendicular bisectors in a trian+le is called the circumcenter. <a&e students measure the distance from the circumcenter to each &erte( of the trian+le. This reinforces the concept of distance between two points. These distances should be the same indicatin+ that the circumcenter is the center of a circle which passes throu+h each &erte( of the trian+le. <a&e students use a compass to draw the circumscribed circle.
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<a&e students fold or draw the three medians in a trian+le. Tell them the name of the common intersection point for the three medians is called the centroid and is the center of +ra&ity for the trian+le. <a&e students transfer the location of the three &ertices of the trian+le and the centroid to a sheet of cardstoc' .an old manila file folder wor's well, too/. This can be done by placin+ the sheet of patty paper on the card stoc' and ma'in+ an indentation with a pencil or pen point throu+h the patty paper onto the card stoc'. <a&e the students use a strai+ht ed+e to draw the sides of their trian+le on the cardstoc' and then cut it out with scissors. If done properly, the trian+le should balance when the centroid is placed on the lead end of a sharpened pencil. >se the eraser end, if needed. 1osition the pencil at a location other than the centroid, and the trian+le will tilt to one side and fall off. It will not stay balanced. Some students may want to create art desi+ns usin+ trian+les and the inscribed and/or circumscribed circles for portfolio entries. &cti+ity ): &ltitudes' ;edians' and Perpendicular 9isectors on t e Coordinate Plane 6G34s: $' *7 Materials ist: pencil, paper 1ro&ide students with information that allows them to +raph trian+les on a coordinate plane. <a&e them draw the medians, perpendicular bisectors, and altitudes of those trian+les. )s' students to write e2uations that represent those se+ments. Writin+ e2uations reinforces s'ills learned in )l+ebra. "(amples: VABC has &ertices A ( ;,3$ ) , B ( 6, #$ ) , and C ( #, #3) . Cind the ). coordinates of ) such that C) is a median of VABC . !etermine if C) is an altitude of VABC . Solutions/ ) is at ( 1$4A ) 6 C) is an altitude of VABC . 5. The followin+ e2uations intersect to form a trian+le. Identify the &ertices of the trian+le. . # y = 4 ; . + # y = # 6 . # y = #4 !raw one of the perpendicular bisectors in the trian+le and identify the slope and point used to draw it. Then write the e2uation for that perpendicular bisector. Solutions/ ,ertices are !2&$&"$ !5$A"$ and !&$25"0 Students should have one of the following for the point$ slope$ and e?uation/ ( 4$10A ) $ m D 2&$ y D 2&. E A0A 6 A0 B0
& ( '$24) $ m D & 1 $yD 1 .24
7;
C0
4 & & $yD27 .E ; ( 1$ & ) $m D 2 7 3
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&cti+ity *: ;ore on &ngle 9isectors' ;edians' and Perpendicular 9isectors of a Triangle 6G34s: 1,' 1*7 Materials ist: pencil, paper, +eometry software, computers <a&e students complete this acti&ity with a partner. They will need an automatic drawer. 3. >sin+ an automatic drawer, such as that found in #eometer8s S etchpadQ, draw scalene trian+le ABC and measure the len+ths of AB and AC . #. 8onstruct m$ the an+le bisector of BAC . ;. 8onstruct the midpoint I and the perpendicular bisector of BC . 7. !raw the median from point A to BC . %. Mo&e point A until the an+le bisector, perpendicular bisector, and the median coincide. ?ecord the len+ths of AB and AC . 4. !ra+ point ) to find two other positions for point ) in which an+le bisector, perpendicular bisector, and the median coincide. )+ain, record the len+ths of AB and AC 0 )s' students to ma'e a con9ecture about ABC when the an+le bisector of BAC , the median from A to BC , and the perpendicular bisector of BC coincide. <a&e students write a proof to show that if a se+ment is a median and an an+le bisector in the same trian+le, then the trian+le is isosceles. &cti+ity 1,: Pro+ing Rig t Triangles Congruent 6G34s: 1,' 1*' 237 Materials ist: pencil, paper ,i&e students dia+rams of pairs of ri+ht trian+les. "ach pair of ri+ht trian+les should ha&e different sides .either both le+s or a le+ and the hypotenuse/ and correspondin+ acute an+les mar'ed con+ruent. <elp them to determine which pairs of the trian+les are con+ruent and to e(plain why they are con+ruent. Then ha&e the students write con+ruence proofs for these trian+les usin+ methods already discussed, li'e S)S, ))S, and )S). 8onnect these proofs and methods to the , <), and ) theorems for ri+ht trian+les. )lso, introduce the < 1ostulate. 1ro&ide opportunities for students to write proofs for different sets of ri+ht trian+les formed by perpendicular bisectors and altitudes in trian+les as well. 8 "(ample: ! ,i&en: BI is a perpendicular bisector in VABC 5 ) 1ro&e:
VABI VCBI
,eometry >nit 7Trian+les and Wuadrilaterals
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Solution/ Since BI is a perpendicular +isector$ BIA and BIC are right angles +ecause perpendicular lines form 5 right angles0 That ma es VABI and VCBI right triangles0 By the definition of perpendicular +isector$ I is the midpoint of AC 0 By the definition of midpoint$ AI CI 0 Also$ BI BI +ecause congruence of segments is refle.ive0 Therefore$ since two pairs of legs of VABI and VCBI are congruent$ VABI VCBI +y LL0 &cti+ity 11: -neAualities for %ides and &ngles in a Triangle 6G34s: 1' 1,7 Materials ist: pencil, paper, )n+le and Side ?elationships 5 M, patty paper, ruler, protractor <a&e students wor' in +roups of three. ,i&e each student a copy of the )n+le and Side ?elationships 5 M. In each +roup, ha&e each student draw one of the followin+ types of trian+les on a sheet of patty paper: acute, obtuse, and ri+ht .they should all be scaleneAif they are isosceles, the acti&ity will not wor' as well/. "ach trian+le in the +roup should be labeled differently. Cor instance, the acute trian+le can be labeled VABC , the obtuse trian+le can be labeled VI9F , and the ri+ht trian+le can be labeled V#GI . Ma'e sure each trian+le has the +roup members names on it so it can be returned after the acti&ity. )s' +roups to e(chan+e trian+les so that they do not measure their own trian+les. >sin+ a modified story chain .&iew literacy strate+y descriptions/, ha&e the students in each +roup measure each side and each an+le, then record the measurements on the )n+le and Side ?elationships 5 M. <a&e students record which +roup the trian+les came from, and the name of the trian+le they measured. ) story chain typically has a +roup of students create a story based on content that has already been presented. "ach member of the +roup adds a line to the story until the story is completed. In this modification, students will ta'e turns measurin+ the an+les and sides of the trian+les and ma'e obser&ations about the measurements they ha&e ta'en. They will not be writin+ a story but they will be wor'in+ to+ether to form a con9ecture/conclusion about the relationships that e(ist between the sides and an+les of a trian+le. <a&e students use the followin+ procedure to use the story chain effecti&ely: "ach student should measure N@" of the an+les in a trian+le, record the measurement in the correct place on the )n+le and Side ?elationships 5 M, then pass the trian+le to the ne(t +roup member. This step should be repeated with the remainin+ two an+les in the trian+les. .If students are in +roups of three, then each student will ha&e measured three an+les./ )fter the third an+le has been measured and recorded in all three trian+les, each student in the +roup should write down all of the measurements from the +roup. Then each student should ta'e one trian+le and chec' to be sure the an+le measures are sensible .i.e., the sum of the measures of the an+les is 3*$, and an+les which are acute/obtuse by si+ht ha&e acute/obtuse measures/. Nnce the measures ha&e been deemed acceptable, the students should pass the trian+les a+ain.
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"ach student should measure N@" of the sides of the trian+le, record the measurement in the correct place on the )n+le and Side ?elationships 5 M, then pass the trian+le to the ne(t +roup member. This step should be repeated with the remainin+ two sides of the trian+les. )fter the third side has been measured and recorded in all three trian+les, each student in the +roup should write down all of the measurements from the +roup. Then each student should ta'e one trian+le and chec' to be sure the side measures are sensible .chec' units, be sure the stated measure Dloo'sE close/. <a&e the students list the an+les in order from lar+est to smallest to help identify the relationships between the an+les and sides. <a&e each student in the +roup loo' at one trian+le and ma'e obser&ations about the an+le opposite the lon+est side in relation to the other two an+les, as well as, the side opposite the smallest an+le in relation to the other two sides. Students may need help in understandin+ that they are to determine whether the an+le opposite the lon+est side is +reater than or less than the remainin+ two an+les. The same is true for the sides. <a&e the students write down their obser&ation of that trian+le and pass the trian+les. Students should chec' the +roup members obser&ations after each pass, until all three +roup members ha&e loo'ed at all three trian+les.
<a&e students share their findin+s with the whole class. Students should hear that all +roups ha&e the same obser&ation: The lon+est side is opposite the lar+est an+le and the shortest side is opposite the smallest an+le, and &ice &ersa. If there are any +roups that found other obser&ations, discuss their &alidity and ha&e the class help those +roups reali0e their mista'e.s/ if necessary. &cti+ity 12: &pplying -neAualities for %ides and &ngles in a Triangle 6G34s: 1' 1,' 1$7 Materials ist: pencil, paper, learnin+ lo+ )fter completin+ )cti&ity 33, ha&e students sol&e problems that re2uire an understandin+ of this concept. 1ro&ide students with dia+rams showin+ trian+les and their an+le measures. )s' students to list the sides in order from lon+est to shortest or shortest to lon+est. 1ro&ide other dia+rams showin+ trian+les and the len+ths of the sides. <a&e students list the an+les in order from least to +reatest or &ice &ersa. Incorporate a re&iew of al+ebra s'ills and coordinate +eometry as indicated in the e(amples below. "(amples: ). Cind the &alue of . and list the len+th of the sides of VABC in order from shortest to lon+est if mA = % . %o, mB = 7 . o, and mC = 3= . + ;o . Solution/ . = =, AC < BC < AB
7=
5.
VI9F has &ertices I ( #,3) , 9 ( %,;) , and F ( 7, ; ) . ist the an+les in order from +reatest to least. Solution/ F , 9 , I
"nd this acti&ity with S)AW* writing .&iew literacy strate+y descriptions/ from the What if- cate+ory. ,i&e the students the prompt DWhat relationships between sides and an+les occur if the trian+le is isosceles: !o these relationships still fit with the obser&ations you found completin+ this acti&ity: "(plain.E Since students ha&e already studied isosceles trian+les in )cti&ity 3, they should reali0e that if the measures of the base an+les are +reater than the &erte( an+le, then the le+s of the isosceles trian+le are lon+er than the base and &ice &ersa. This does fit with the con9ectures they will ma'e throu+h this disco&ery acti&ity. They should also understand that when listin+ the sides of an isosceles trian+le in order by its len+ths, two of the sides will need to be desi+nated as e2ual, .e.+., .)8 P 58/ X )8/. Students may write this as an entry in their math learning logs .&iew literacy strate+y descriptions/ or they may turn it in as a separate assi+nment. &cti+ity 13: T e Triangle -neAuality 6G34: 1,7 Materials ist: straws, rulers, timer, pencil, paper Students should wor' in +roups of two or three. ,i&e each +roup a set of straws which ha&e been cut into different len+ths. Cirst, ha&e students measure the len+th of each straw. Instruct students to ma'e as many different trian+les with the se+ments as possible within a certain time. <a&e them record all trials includin+ sets that do not wor'. )fter the acti&ity, ha&e a whole class discussion about which combinations of trian+les will form a trian+le as opposed to those that would not form a trian+le. )s' students to form con9ectures on how they can determine if ; +i&en se+ments will form a trian+le. 1ro&ide students with 7 to % real-life problems in which they would need to 'now which combinations of se+ments will form a trian+le. ,i&e students two side measures and as' them to determine the ran+e of measures for the len+th of the third side. "(ample: Two sides of a trian+le measure 7 inches and = inches. What is the ran+e of measures of the third side of the trian+le: Solution/ 1 R . R 44 0 &cti+ity 1": %imilar or /ot@ 6G34s: 1,' 1!' 1*' 237 Materials ist: pencil, paper 5e+in by usin+ student ?uestions for purposeful learning !SM)L" .&iew literacy strate+y descriptions/. To implement this strate+y teachers de&elop a thou+ht-pro&o'in+ statement related to the topic about to be discussed. The statement does not ha&e to be factually true, but it should +enerate some le&el of curiosity for the students. Cor this acti&ity, pose the statement D)ll trian+les are similar.E This statement can be written on the board, pro9ected on the o&erhead, or stated orally for the students to write in their noteboo's. ,eometry>nit 7Trian+les and Wuadrilaterals 7*
)llow the students to ponder the statement for a moment and as' them to thin' of some 2uestions they mi+ht ha&e, related to the statement. )fter a minute or two, ha&e students pair up and +enerate two or three 2uestions they would li'e to ha&e answered that relate to the statement. When all of the pairs ha&e de&eloped their 2uestions, ha&e one member from each pair share their 2uestions with the class. )s the 2uestions are read aloud, write them on the board or o&erhead. Students should also copy these in their noteboo's. When 2uestions are repeated or are &ery similar to others which ha&e already been posed, those 2uestions should be starred or hi+hli+hted in some way. Nnce all of the students 2uestions ha&e been shared, loo' o&er the list and determine if the teacher needs to add his/her own 2uestions. The list should include the followin+ 2uestions: What is the definition of similar poly+ons: 8an isosceles trian+les be similar to scalene or e2uilateral trian+les: 8an acute trian+les be similar to obtuse or ri+ht trian+les: )re con+ruent trian+les similar: What must be true about two trian+les in order for them to be similar: <ow can you pro&e two trian+les are similar: What is the proof that all trian+les are similar: )t this point, be sure the students ha&e copied all of the 2uestions in their noteboo's and continue with the lesson as follows. Tell the students to pay attention, as the material is presented, to find the answers to the 2uestions posted on the board. Cocus on those 2uestions which ha&e been starred or hi+hli+hted. 1eriodically, stop throu+hout the lesson to allow the student pairs to discuss which 2uestions ha&e been answered from the list. This may be followed with a whole class discussion so all students are sure to ha&e the correct answers to each 2uestion. ?e&iew with students the definition of similar fi+ures. >se different acti&ities which allow students to formali0e the definition .i.e., correspondin+ an+les are con+ruent and correspondin+ sides ha&e the same ratios/. Cor e(ample: <a&e students construct a pair of trian+les in which the correspondin+ an+les are con+ruent, but the correspondin+ side len+ths are not con+ruent. <a&e students determine the ratios of the correspondin+ sides of the two trian+les to determine if the trian+les are similar. !raw a trian+le on a transparency and label the dia+ram with the measures of the an+les and sides. >se an o&erhead pro9ector to display the trian+les ima+e on the chal'board or whiteboard. <a&e &arious students measure the an+les and sides of the ima+e, and then determine the ratios of the correspondin+ sides. .This also wor's well as a teacher demonstration./ ?einforce with students that constructin+ trian+les with con+ruent an+les .)) or )))/, creates similar, but not necessarily con+ruent, trian+les. ead a discussion about why con+ruent trian+les are considered to be similar. 1ro&ide acti&ities that allow students to in&esti+ate SSS and S)S similarity.
76
Nnce students ha&e de&eloped the definition of similar fi+ures, pro&ide students with dia+rams that ha&e pairs of similar trian+les. <a&e students pro&e that these trian+les are similar usin+ the SSS similarity, S)S similarity, and )) similarity. Some pairs of trian+les should also be con+ruent. To end the lesson, re&iew the 2uestions posed by the students and be sure all students ha&e the answers to the 2uestions for further study. &cti+ity 15: Con?ectures about #uadrilaterals 6G34: 1,7 Materials ist: automatic drawer, computers .dependin+ on type of automatic drawer/, pencil, paper, Wuadrilateral 1rocess ,uide 5 M <a&e students wor' in +roups of two .preferred/, three or four usin+ an automatic drawer, such as found in The #eometer8s S etchpadK software. The purpose of this acti&ity is to allow students to in&esti+ate the properties of special con&e( 2uadrilaterals. >se a process guide .&iew literacy strate+y descriptions/ to help students de&elop con9ectures about 2uadrilaterals. )rocess guides are used to +uide students in processin+ new information and concepts. They are used to scaffold students comprehension and are desi+ned to stimulate students thin'in+ durin+ and after readin+. )rocess guides also help students focus on important information and ideas. In this acti&ity, students will be +i&en a process +uide that will lead them throu+h the steps to disco&er the relationships inherent in all 2uadrilaterals. 8reate a process +uide by re&iewin+ the information to be studied and by decidin+ how much help students will need to construct and to use meanin+. 8opy the Wuadrilateral 1rocess ,uide 5 M for each student. Ma'e one copy for each con&e( 2uadrilateral that will be studied. The 5 M pro&ided is +eneric as the process will be the same, but the answers will be different for the &arious 2uadrilaterals. )n e(ample of the process to be used is pro&ided below usin+ a 'ite as the con&e( 2uadrilateral. 1ro&ide students with an electronic file in which a 'ite has been drawn. <a&e students measure the four an+les and the four sides, then record the measures. Instruct students to resi0e the 2uadrilateral by dra++in+ the &ertices of the 'ite. Measure the an+les and sides of the resi0ed 'ite and record the information. <a&e students resi0e and ma'e measurements until they can form con9ectures about the measures of the an+les and the len+ths of the sides in any 'ite. Cor e(ample, a 'ite has two pairs of con+ruent and ad9acent sides. ) 'ite has one pair of con+ruent an+les which are formed by a pair of non-con+ruent sides. Instruct students to construct the dia+onals of the 'ite and then answer 2uestions relati&e to the beha&ior of the dia+onals. )re dia+onals perpendicular: !o the dia+onals bisect the an+les of the 2uadrilateral: !o the dia+onals bisect each other: ?epeat the process usin+ trape0oids, isosceles trape0oids, parallelo+rams, s2uares, rectan+les and rhombi. <a&e the pairs/+roups share their findin+s with the rest of the ,eometry>nit 7Trian+les and Wuadrilaterals %$
class. Students should be told that they are re2uired to be able to support their statements, con9ectures, and answers with e&idence from their in&esti+ation with the process +uide. <a&e students compare the properties of the &arious con&e( 2uadrilaterals used in the in&esti+ation. )t this point, students may wish to be+in +roupin+ the 2uadrilaterals based on the properties they ha&e in common. ead a summary discussion of the con9ectures and help students to or+ani0e the results by usin+ classifications of 2uadrilaterals .e.+., any 2uadrilateral that is a parallelo+ram has con+ruent opposite an+les and supplementary consecuti&e an+les/. &cti+ity 1$: #uadrilaterals on t e Coordinate Plane 6G34s: 1' $' *' 1$7 Materials ist: pencil, paper, +raph paper 1resent students with sets of ordered pairs which form &arious 2uadrilaterals on the coordinate plane. Cor each of these sets, ha&e students determine which 2uadrilateral is presented by usin+ the distance formula, midpoint formula, and slope formula to determine which properties, if any, apply to the +i&en 2uadrilateral. Students should be +i&en time to e(plore this on their own, at first, to see how they would be+in to determine whether the +i&en 2uadrilateral is a parallelo+ram or not. )fter some time, lead a discussion about which properties mi+ht be most important to show first, in order to determine if the 2uadrilateral is a s2uare. This would mean it is also a rectan+le, rhombus, and parallelo+ram. )lso, discuss which formulas would be used to show con+ruent se+ments, perpendicular se+ments, and that se+ments are bisected. Nnce students ha&e been able to determine the type of 2uadrilateral, ha&e students write the e2uations of the lines that will produce the 2uadrilateral. !ependin+ on the type of 2uadrilateral, some of the lines will be parallel and perpendicular, while others may not be related at all. )t some point, be sure that students write the e2uations of the lines that form the dia+onals, especially, on rectan+les, rhombi, and s2uares. &cti+ity 1!: T e #uadrilateral 1amily 6G34s: 1,' 237 Materials ist: pencil, paper, Wuadrilateral Camily 5 M .irections: >sin+ the graphic organi>er .+ie0 literacy strategy descriptions/ pro&ided in the Wuadrilateral Camily 5 M, fill in the names of the 2uadrilaterals so that each of the followin+ is used e(actly once: 1)?) " N,?)M YIT" SW>)?" W>)!?I )T"?) T?)1"ZNI! ?"8T)@, " ISNS8" "S T?)1"ZNI! ?<NM5>S
%3
45planation: Collowin+ the arrows: The properties of each fi+ure are also properties of the fi+ure that follows it. ?e&ersin+ the arrows: "&ery fi+ure is also the one that precedes it. <a&e students complete the graphic organi>er +i&en in the Wuadrilateral Camily 5 Ms, and then lead a class discussion to summari0e how different 2uadrilaterals are related to one another. Students should be able to identify a s2uare as bein+ a rectan+le, rhombus, parallelo+ram, and 2uadrilateral and be able to 9ustify their reasonin+. &cti+ity 1): ;edian of a Trape<oid 6G34s 1,' 1$7 Materials ist: pencil, paper, +raph paper !iscuss with students the definition of the median of a trape0oid. ,i&e students a set of ordered pairs which form a non-isosceles trape0oid and ha&e them +raph it on the coordinate plane. >sin+ the definition of the median of a trape0oid, ha&e them find the endpoints of the median. Students should then find the measures of the two bases and the median. <a&e students &erify that the median of a trape0oid is parallel to the two bases at this point, also. Nnce the students ha&e found the measures of the three se+ments, as' them to determine if there is any relationship between the measures. "ncoura+e them to use &arious operations to combine the numbers to find the relationships. In an effort to help the students, +i&e the students more e(amples of trape0oids on the coordinate plane, or dia+rams of trape0oids with the measures of the bases and medians already determined. This will +i&e the students more data to in&esti+ate. In time, lead the students to the formula for determinin+ the measure of the median of a trape0oid .half of the sum of the two bases/. ?elate this formula to the formula for the median of a set of data which students learn when studyin+ measures of central tendency. <a&e students wor' problems findin+ the measure of the median +i&en the measures of the two bases, and findin+ the measure of one base +i&en the measure of the median and the other base. Some of these e(amples should include problems that re2uire the use of al+ebra s'ills as well. %ample &ssessments General &ssessments The student will complete learnin+ lo+ entries for this unit. ,rade the learnin+ lo+. Topics could include: o "(plain the statement D) s2uare is a rectan+le, but a rectan+le is not a s2uare.E o In an isosceles trian+le, is a perpendicular bisector drawn from any &erte( always the same se+ment as altitude and median: "(plain your reasonin+.
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o Suppose you ha&e three different positi&e numbers arran+ed in order from +reatest to least. Which sum is it most crucial to test to see if the numbers could be the len+ths of the sides of a trian+le: "(plain your answer and use e(amples if necessary. 1ro&ide the student with a net which +i&es some of the an+le measures, and a net in which other an+les are labeled with &ariables representin+ the measurements of the an+les. The student will find all the missin+ an+le measures usin+ the an+le relationships learned in the unit, and will defend his/her answers by identifyin+ the property or properties used to determine each missin+ &alue. The nets should ha&e special 2uadrilaterals and other poly+ons embedded within the dia+ram so that the properties learned must be used to find some of the an+le measures. The student will write proofs of con+ruent or similar trian+les usin+ information pro&ided by the teacher. "&aluate proofs for accuracy .use of correct postulates and theorems/ and completeness .not missin+ any steps in the reasonin+ process/, allowin+ the student to use any method of proof desired.
&cti+ity2%pecific &ssessments )cti&ity 4: The student will complete a product assessment in which he/she desi+ns a % by % inch tile usin+ &arious types of trian+les. The trian+le will be correctly mar'ed to show an understandin+ of methods used to determine trian+le con+ruency. See )cti&ity 4 Specific )ssessment 5 M and the )cti&ity 4 Specific )ssessment ?ubric 5 M. )cti&ity =: 1ro&ide the student with different trian+les and ha&e him/her draw the an+le bisectors, perpendicular bisectors, medians, and altitudes for the trian+les. 1ro&ide one isosceles, one obtuse, one ri+ht, and one scalene trian+le and ha&e the student draw different special se+ments on each. The student will draw the altitude on the ri+ht and obtuse trian+les, all three special se+ments on the isosceles trian+le .one se+ment should satisfy this/, and the an+le bisectors on any type trian+le. The student will also e(plain the processes used to ma'e the drawin+s. )cti&ity 3%: The student will complete a Tenn dia+ram to demonstrate understandin+ of the properties of the parallelograms discussed in class. See )cti&ity 3% Specific )ssessment 5 M. This e(ample is only a +uide and may be e(panded to include trape0oids, isosceles trape0oids, and 'ites by drawin+ a lar+er rectan+le around the Tenn !ia+ram shown, thereby eliminatin+ the re2uirement that properties numbers be shown. Isosceles trape0oids ha&e con+ruent dia+onals and are not parallelo+rams, so they would ha&e to be drawn within a 2uadrilateral set and outside the parallelo+ram set. )s a result, the con+ruent dia+onal characteristic would need to be repeated.
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Geometry Unit 5: %imilarity and Trigonometry Time 1rame: )ppro(imately four wee's Unit .escription This unit addresses the measurement side of the similarity relationship which is e(tended to the 1ytha+orean theorem, its con&erse, and their applications. The three basic tri+onometric relationships are defined and applied to ri+ht trian+le situations. %tudent Understandings Students apply their 'nowled+e of similar trian+les to findin+ the missin+ measures of sides of similar trian+les, and to usin+ the 1ytha+orean theorem to find the len+th of missin+ sides in a ri+ht trian+le. The con&erse of the 1ytha+orean theorem is used to determine whether a +i&en trian+le is a ri+ht, acute, or obtuse trian+le. Students can use sine, cosine, and tangent to find len+ths of sides or measures of an+les in ri+ht trian+les and the relationship to similarity. Guiding #uestions 3. 8an students use proportions to find the len+ths of missin+ sides of similar trian+les: #. 8an students use similar trian+les and other properties to pro&e and apply the 1ytha+orean theorem and its con&erse: ;. 8an students relate tri+onometric ratio use to 'nowled+e of similar trian+les: 7. 8an students use sine$ cosine, and tangent to find the measures of missin+ sides or an+le measures in a ri+ht trian+le:
,eometry>nit %Similarity and Tri+onometry
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Unit 5 Grade23e+el 45pectations 6G34s7 G34 8 G34 Te5t and 9enc mar:s /umber and /umber Relations 3. Simplify and determine the &alue of radical e(pressions .@-#-</ .@-=-</ #. 1redict the effect of operations on real numbers .e.+., the 2uotient of a positi&e number di&ided by a positi&e number less than 3 is +reater than the ori+inal di&idend/ .@-;-</ ;. !efine sine$ cosine, and tangent in ratio form and calculate them usin+ technolo+y .@-4-</ 7. >se ratios and proportional reasonin+ to sol&e a &ariety of real-life problems includin+ similar fi+ures and scale drawin+s .@-4-</ .M-7-</ ;easurement *. Model and use tri+onometric ratios to sol&e problems in&ol&in+ ri+ht trian+les .M-7-</ .@-4-</ Geometry 3$. Corm and test con9ectures concernin+ +eometric relationships includin+ lines, an+les, and poly+ons .i.e., trian+les, 2uadrilaterals, and n-+ons/, with and without technolo+y .,-3-</ .,-7-</ .,-4-</ 3#. )pply the 1ytha+orean theorem in both abstract and real-life settin+s .,-#-</ 3*. !etermine an+le measures and side len+ths of ri+ht and similar trian+les usin+ tri+onometric ratios and properties of similarity, includin+ con+ruence .,-%-</ .M-7-</ 36. !e&elop formal and informal proofs .e.+., 1ytha+orean theorem, flow charts, para+raphs/ .,-4-</ .ata &nalysis' Probability' and .iscrete ;at #;. !raw and 9ustify conclusions based on the use of lo+ic .e.+., conditional statements, con&erse, in&erse, contrapositi&e/ .!-*-</ .,-4-</ .@-=-</ %ample &cti+ities &cti+ity 1: %tri:ing %imilarity 6G34s: "' 1,7 Materials ist: pencil, paper, +rid paper, ruler, protractor, Stri'in+ Similarity 5 M <a&e students wor' in pairs. "ach pair should be +i&en a copy of the Stri'in+ Similarity 5 M. Students should also be +i&en a piece of +rid paper which has s2uares si0ed differently than the 5 M .lar+er or smaller/ but that has the same number of s2uares. Cor instance, on the 5 M, the +rid is * ( 3$ and each s2uare is 3 centimeter. The students should be +i&en a section of +rid paper that also has * s2uares by 3$ s2uares but the s2uares are a different si0e. Students will then reproduce the shapes on the blan' +rid by drawin+ the se+ments in the correspondin+ s2uares on the blan' +rid. Nnce students ha&e enlar+ed or reduced the fi+ures .be careful not to ha&e the students reduce the fi+ures too much/, ha&e students measure the se+ments and an+les of both the ori+inal drawin+ on ,eometry>nit %Similarity and Tri+onometry %4
the 5 M and the new drawin+. <a&e students participate in a discussion that describes the relationship between pairs of correspondin+ an+les and se+ments in the ori+inal and enlar+ed/reduced fi+ures. ?emind students about the information obtained in the pre&ious unit on correspondin+ sides and an+les of similar trian+les and ha&e the students de&elop a definition for similar fi+ures. <a&e students complete a %AFT writing .&iew literacy strate+y descriptions/ to apply their 'nowled+e of similar fi+ures. This form of writin+ +i&es students the freedom to pro9ect themsel&es into uni2ue roles and loo' at content from uni2ue perspecti&es. Crom these roles and perspecti&es, %AFT writing is used to e(plain processes, describe a point of &iew, en&ision a potential 9ob or assi+nment, or sol&e a problem. This 'ind of writin+ should be creati&e and informati&e. Students should write the followin+ %AFT: % [ ?oleAthe role of the writer is a re+ular poly+on li'e an e2uilateral trian+le, a s2uare, or some other re+ular poly+on .the poly+on can be assi+ned to each student or chosen by the student/. A [ )udienceAthe re+ular poly+on will be writin+ to other poly+ons in their family. Cor instance, e2uilateral trian+les should write to scalene trian+les or non-e2uilateral isosceles trian+lesK s2uares should write to non-s2uare rectan+les, non-s2uare parallelo+rams, trape0oids, etc.K other poly+ons should write to non-re+ular poly+ons in their same family. F [ CormAthe form of this writin+ is a letter T [ TopicAthe focus of this writin+ is to e(plain why the re+ular poly+on cannot be the non-re+ular poly+ons partner because they are not similar. In their %AFTed letters, students should include the definition of similar fi+ures and an e(planation of why the two fi+ures are not similar. They can include drawin+s to help their e(planation if they choose. Students should include these writin+s in their portfolios. &cti+ity 2: %imilarity and Ratios 6G34: "7 Materials ist: pencil, paper, pattern bloc's, Similarity and ?atios 5 M, centimeter cubes or su+ar cubes, learnin+ lo+s In +roups of three or four, instruct students to use e2uilateral trian+le pattern bloc's and cubes to ma'e +enerali0ations about the ratios of sides, areas, and &olumes in similar fi+ures, usin+ an acti&ity li'e the one below. ,i&e each student a copy of the Similarity and ?atios 5 M so he/she can follow the directions and answer the 2uestions that follow. ,i&en an e2uilateral trian+le, use pattern bloc's to create a similar trian+le so the ratio of side len+ths is #:3. If there are not enou+h pattern bloc's for each +roup to create the correct trian+le, ha&e students trace the pattern bloc's to create the similar trian+les. )s': DWhat is the ratio of areas of the two similar
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trian+les:E @e(t, ha&e students use pattern bloc's to create a trian+le similar to the ori+inal trian+le so the ratio of side len+ths is ;:3. )s': DWhat is the ratio of the areas of these two similar trian+les:E The s'etches below are not included in the 5 M but are pro&ided here to illustrate what the students should be creatin+ at their des's as they are wor'in+ throu+h the 5 M. Sample s etches/
<a&e students use other pattern bloc' shapes to in&esti+ate other similar poly+ons in the same manner as described abo&e and record their findin+s in the tables pro&ided on the Similarity and ?atios 5 M. )n e(ample of the table is pro&ided below for easy reference. The easiest pattern bloc's to use would be parallelo+rams and rhombi. This can be accomplished usin+ he(a+ons as well. Students can use trian+les and rhombi to fill in DemptyE space and to 'now how the area of the rectan+les and rhombi relate to the area of the he(a+on. 1rior to completin+ this acti&ity in class, De(perimentE with other types of poly+ons to determine what obstacles students may encounter. description of similar shapes . . . ratio of sides . . . ratio of areas . . .
<a&e students form +enerali0ations based on their in&esti+ations in the two acti&ities and ha&e them answer the followin+ 2uestion: If the ratio of sides of two similar poly+ons is n:3, what would the ratio of areas be: ,i&en a cube, ha&e students create a similar cube with ratio of ed+es #:3 usin+ cm or su+ar cubes. What is the ratio of &olumes: Then ha&e students create a similar cube with ratio of ed+es ;:3. What is the ratio of &olumes: <a&e students record their obser&ations in the tables on the Similarity and ?atios 5 M and use their obser&ations to answer the 2uestion, DIf the ed+es of two cubes were in a ratio of n:3, what would the ratio of &olumes be:E )n e(ample of the table is pro&ided on the ne(t pa+e.
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description of similar ;-! shapes . . . .
ratio of ed+es . . . .
ratio of &olumes . . . .
)t the completion of this acti&ity, ha&e students answer the followin+ prompt in their math learning logs .&iew literacy strate+y descriptions/: >sin+ what you ha&e learned about the relationships between the ratio of the sides and the ratio of the areas of similar fi+ures, determine the relationship between the ratio of the sides and the ratio of the perimeters of those same similar fi+ures. 5e sure to e(plain your reasonin+ and pro&ide e(amples/calculations to aid your e(planation. ) learning log is a noteboo' students 'eep in order to record ideas, 2uestions, reactions, and new understandin+s. Students should use their math learning log other times in class in addition to those listed throu+hout the curriculum. This will pro&ide opportunities to demonstrate understandin+. &cti+ity 3: 45ploring %imilarity Using %cale .ra0ings 6G34s: 2' "' 1,7 Materials ist: Internet access or printed copy of instructions, bo(es .full or emptyA enou+h to ha&e one for each +roup/, rulers, pencil, +raph paper, scissors, tape, calculator Tisit the website http://ericir.syr.edu/Tirtual/ essons/Mathematics/,eometry/,"N$$$;.html to access the information for this acti&ity which allows students to use their 'nowled+e of similar fi+ures. There should be no need for students to access the website since the material can be printed for the class. This website pro&ides instructions for students to create scale models applyin+ their 'nowled+e of similar fi+ures. When the students are creatin+ their scale models, they will ha&e to decide on a different scale so that the model is not the same si0e as the bo( they were +i&en. They will calculate the scale factor in the last step of the acti&ity. 5efore the students calculate the surface area and &olume of the ori+inal and scale model, ha&e students predict what they thin' the surface area and &olume should be based on the measurements of the two fi+ures. This will assist students in determinin+ if their solutions are reasonable and allows them to apply the information learned in )cti&ity #. Then ha&e the students calculate the surface area and &olume of the bo(es, and the scale factors for the len+th, surface area, and &olume. Since students are measurin+ the items themsel&es, help them to understand why their results may not be e(actly what theory says they should be.
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&cti+ity ": %potlig t on %imilarity 6G34s: 2' "' 1*' 237 Materials ist: pencil, paper, Spotli+ht on Similarity 5 M, o&erhead pro9ector >se the Spotli+ht on Similarity 5 M to ma'e a transparency for the o&erhead .or a copy can be made for each student/ to help students in&esti+ate the followin+ problem: ) spotli+ht at point 1 throws out a beam of li+ht. The li+ht shines on a screen that can be mo&ed closer to or farther from the li+ht. The screen at position ) is a hori0ontal distance ) from the li+ht and at position 5 is a hori0ontal distance 5. The len+ths a and + indicate the len+ths of the li+ht patch on the screen.
Show that the ratio of the len+th + to the len+th a depends only on the distances ) and 5, and not on the measure of an+le y of the beam to the perpendicular, nor on the measure of an+le . of the beam itself.
a+c ++d a c + d c d = . This means A + A = B + B . and A = B A B a + + B B <ence, A = B , which is e2ui&alent to a = A . The ratio A
>se similar trian+le relationships, because the trian+les are similar.
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is independent of the an+les . and y and is the scale factor relatin+ the distances of the two screens and the si0es of the ima+es on the two screens. Nnce students de&elop an understandin+ of the term scale factor, +i&e students the measurements of certain fi+ures and a scale factor. <a&e them predict whether the new fi+ure is +oin+ to be lar+er or smaller than the +i&en measures, and then chec' themsel&es by findin+ the actual measures usin+ proportions. &cti+ity 5: &pplying %imilar 1igures 6G34s: 2' "' 1)7 Materials ist: pencil, paper, calculator ,i&e students &arious real-life situations in which similar trian+les are used to find missin+ measures .i.e. shadow problems, distance across a ri&er, width of a la'e/. The types of trian+les should &ary. <a&e students discuss why the trian+les are similar before findin+ the re2uested missin+ measures. 1ro&ide students with practice in determinin+ the missin+ sides of other pairs of similar fi+ures in real-life settin+s. "(ample: )le( is ha&in+ a snapshot of his +randparents enlar+ed. The ori+inal snapshot is 7 inches by 4 inches. <e needs the enlar+ed photo to be at least 3; inches on the shortest side. What must the minimum len+th be of the lon+er side: Solution/ 470A in0 &cti+ity $: Parts of %imilar Triangles 6G34s: 2' "' 1,7 Materials ist: pencil, paper, automatic drawin+ pro+ram .optional/, ruler, protractor Students should in&esti+ate how the len+ths of the special se+ments .altitude, median, an+le bisector/ in similar trian+les relate to the measures of the sides of the similar trian+les. <a&e them construct similar trian+les, either with a drawin+ pro+ram or by hand, and draw the altitudes, an+le bisectors, and medians. Instruct students to determine the scale factors of the sides and compare them to the ratios of the special se+ments. <a&e students refer to their math learning log entries relatin+ to the ratio of the perimeters of the similar trian+les from )cti&ity #. ead a class discussion to summari0e that the ratios of the sides, altitudes, medians, an+le bisectors, medians, and perimeters in similar fi+ures are e2ual.
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&cti+ity !: ;idsegment T eorem for Triangles 6G34s: "' 1,' 1)' 1*7 Materials ist: pencil, tracin+ or patty paper, scissors, ruler, protractors Separate the class into +roups of four. ,i&e each +roup a sheet of tracin+ paper .or patty paper/ and ha&e each draw a trian+le of any type and cut it out. <a&e students: 3. Cind the midpoints of any two sides of the trian+le by foldin+. #. Cold .or draw/ the se+ment that connects the two midpoints. Tell students that this is the midse+ment and ha&e them define the term based on what they ha&e done so far. ;. >nfold the trian+le and ma'e any obser&ations that seem to be true about the trian+le and the midse+ment. Students should use rulers and protractors to &erify the obser&ations they ma'e concernin+ the midse+ment of the trian+le. 7. Cold and unfold the remainin+ two midse+ments of the trian+le. %. <a&e students ma'e obser&ations re+ardin+ the three midse+ments of the trian+le. )s' them to loo' for a +eometrical relationship between the midse+ments and the sides, and to determine the numerical relationship between the len+ths of the midse+ments and the len+ths of the sides. "ach midse+ment is parallel to one side of the trian+le, and each midse+ment has a len+th that is one-half the len+th of the parallel side. If there is access to a computer drawin+ pro+ram such as #eometer8s S etchpadK, use it to construct the midse+ments of se&eral other trian+les to determine if the obser&ations made in the part abo&e hold true. ead the class in a discussion which includes the use of similar trian+les to pro&e the Midse+ment theorem .the se+ment connectin+ the midpoints of two sides of a trian+le is parallel to the third side and is half its len+th/. )s' students to discuss the relationship of the trian+le formed by the three midse+ments to the ori+inal trian+le .i.e., the inner trian+le is similar to the ori+inal and its perimeter is half the perimeter of the ori+inal trian+le/. &cti+ity ): ;at ;asters 6G34s: "' 1,7 Materials ist: e(pert attire .optional/, pencil, paper >se a modified professor now2it2all .&iew literacy strate+y descriptions/ strate+y to re&iew all of the concepts tau+ht concernin+ similar fi+ures. The professor now2it2all strate+y allows students to 2uestion De(pertsE concernin+ a topic that has been studied throu+h readin+ from a te(t, a lecture, a field trip, or any other information source. The only modification to the strate+y is that students could be called DMath MastersE rather than professor now2it2alls as hi+h school students mi+ht be more recepti&e to the name. To implement the strate+y, di&ide the class into +roups of three or four. ,i&e the students time to re&iew the material co&ered in the last se&en acti&ities concernin+ similar fi+ures. Tell the students, +roups will be called on randomly to come to the front of the room and
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pro&ide De(pertE answers to 2uestions from their peers about similar fi+ures. )s' the +roups to +enerate ; [ % 2uestions about similar fi+ures they thin' they mi+ht be as'ed or that they would li'e to as' other e(perts. 1ro&ide no&elty items li'e ties, +raduation caps, lab coats, clipboards, etc., to don when the students are the Math Masters. )fter +i&in+ the students time to re&iew material and create their 2uestions, call a +roup to the front of the room and as' its members to face the class standin+ shoulder to shoulder. The Math Masters in&ite 2uestions from the other +roups. With the first 2uestion, model how the Math Masters should answer their peers 2uestions. Students should huddle to+ether after each 2uestion to discuss and decide upon the answer, then ha&e the spo'esperson +i&e the answer. !irect the students to thin' carefully about the answer they recei&e and to challen+e or correct the Math Masters if the answers are not correct or need additional information. )fter % minutes or so, ha&e a new +roup ta'e its place as Math Masters and continue the process. Some 2uestions that mi+ht be as'ed are: What is the definition of similar fi+ures: What information must be pro&ided to pro&e that two trian+les are similar: )re all trian+les similar: )re all 2uadrilaterals similar: )re s2uares similar to rectan+les: <ow do the areas of similar fi+ures relate to the scale factor of the fi+ures: <ow do the perimeters of similar fi+ures relate to the scale factor of the fi+ures: <ow do the &olumes of similar solids relate to the scale factor of the +i&en solids: <ow does the measure of the midse+ment of a trian+le relate to the measure of the side: The acti&ity is complete when all +roups ha&e had a chance to be Math Masters or the peers ha&e no new 2uestions to as' the e(perts. &cti+ity *: Pyt agorean T eorem 6G34s: 12' 1*7 Materials ist: pencil, paper 1ro&ide students with a pair of similar ri+ht trian+les whose le+ measures are 'nown. )s' students to determine if the trian+les are similar and, if so, to pro&ide a proof .i.e., the ri+ht an+les are con+ruent and the le+s in the two trian+les are proportional/ to support their ideas. <a&e students calculate the len+th of the hypotenuse of each trian+le. )s': DWhat is the scale factor between the two similar trian+les: Is the hypotenuse of one trian+le a multiple of the hypotenuse of the second trian+le: What is the multiple:E Students should reco+ni0e and use common 1ytha+orean triples .e.+., ;-7-%, %-3#-3;, =#7-#%, *-3%-3=/ and their multiples as shortcuts to sol&in+ problems. Cor e(ample, if a
4;
ri+ht trian+le has len+ths of 3%, BBBB, ;6, the missin+ side is ;4 since 3%, ;4, ;6 is three times %-3#-3;. &cti+ity 1,: &pplication of t e Con+erse of t e Pyt agorean T eorem 6G34s: 1,' 127 Materials ist: pencil, paper, automatic drawin+ pro+ram, protractors .if drawin+ pro+ram is una&ailable/ In this acti&ity, students should apply the con&erse of the 1ytha+orean theorem to determine if a trian+le is ri+ht, acute, or obtuse. 5e+in by re&iewin+ the con&erse of the 1ytha+orean theorem as a method of determinin+ whether three se+ment measures could represent the measures of a ri+ht trian+le. Then, +i&e the students se&eral different sets of measures that form a trian+le .be sure that most of them are @NT ri+ht trian+les/. <a&e students apply the con&erse of the 1ytha+orean theorem to determine which of the trios forms a ri+ht trian+le. >sin+ a computer drawin+ pro+ram li'e #eometer8s S etchpad, ha&e students construct trian+les usin+ side len+ths that do not form ri+ht trian+les, to determine that some trian+les are acute while others are obtuse. <a&e students ma'e a con9ecture about the sum of the s2uares of the smaller sides in relation to the s2uare of the lar+est side, in both acute and obtuse trian+les. Students should e(plain that if a # + + # < c # then the trian+le is obtuse and if a # + + # > c # , then the trian+le is acute. )s' students to classify other trian+les based only on the len+ths of their sides. If a drawin+ pro+ram is not a&ailable, pro&ide students with dia+rams in which the trian+les ha&e been drawn to scale and the len+ths of sides are labeled. <a&e students apply the 1ytha+orean theorem .or the rules concernin+ 1ytha+orean triples/ to determine which trian+les are ri+ht trian+les. Cor the remainin+ trian+les, ha&e students use a protractor to measure an+les, classify each trian+le as acute or obtuse, and then determine the relationship between a# L b# and c# in the two types of trian+les. &cti+ity 12: .isco+ering Trigonometry 6Using Tec nology7 6G34s: 3' )' 127 Materials ist: Internet access for each student .or pairs of students/, pencil, paper The website, http://catcode.com/tri+/inde(.html, pro&ides a series of acti&ities that define and help e(plain the uses of tri+onometry. The acti&ities help students to e(pand their understandin+s of similar fi+ures, as they apply to the study of tri+onometry. Nnly the first fi&e acti&ities and the acti&ity titled D) Wuic' ?e&iewE should be &iewed. 5e sure that the computers students will be wor'in+ on ha&e Qa&a enabled, so students can use the interacti&e acti&ities. This cannot be printed because the interacti&ity with the fi+ures will be lost. If necessary, students may be paired dependin+ on class si0e and the number of a&ailable computers. If students do not ha&e access to the Internet, present this information usin+ presentation e2uipment. 8reate notes from the information presented on the website which students will be able to use for the remainder of the acti&ity.
47
"mploy a directed reading2thin ing activity !I%TA" .&iew literacy strate+y descriptions/ to aid students in readin+ and processin+ the information presented in the website. The I%TA approach in&ites students to ma'e predictions and chec' their predictions throu+h the readin+. It re2uires students to pause as they read the information to as'/answer 2uestions. Ta'e the students throu+h the followin+ steps: Introduce +ac ground nowledge0 5e+in the lesson with a discussion about tri+onometry. "licit information students may already 'now about tri+onometry. Many students may ha&e limited prior 'nowled+e of tri+onometry, and that is o'ay. !iscuss the title of the acti&ity. ?ecord students ideas on the board or chart paper. Ma e predictions0 )s' 2uestions that in&ite predictions, such as: DWhat do you e(pect to learn from this acti&ity: 5ased on what we ha&e learned already, what information do you thin' the author will include:E <a&e students write their predictions in their noteboo's. %ead a section of te.t$ stopping at predetermined places to chec and revise predictions0 The first stoppin+ point may be after students read the Cre2uently )s'ed Wuestions )bout Tri+onometry. Students should reread their predictions and chan+e them if they feel it is necessary. If they decide to chan+e their predictions, they should cite the new e&idence for doin+ so. ?epeat this cycle as the students read throu+h the information on tri+onometry. Nther recommended Dstoppin+E points are after Shadows and Trian+le .students should clic' on DSee the difference hereE to understand the effect of the mo&in+ sun on shadows/, Measurin+ the Sides, sine and cosine, and ) Wuic' ?e&iew .instruct the students to +o bac' to the Inde( and clic' on ) Wuic' ?e&iew to s'ip the other information at this timeAthe remainin+ information is too much to include at this point/. <a&e students consider the followin+ 'ey 2uestions: DWhat ha&e you learned so far from the te(t:E .summari0e/ D8an you support your summary with e&idence from the te(t:E DWhat do you e(pect to read ne(t:E <nce the reading is completed$ use student predictions as a discussion tool0 )s' students to reflect on their ori+inal predictions and to trac' their chan+es in thin'in+ and understandin+ tri+onometry, as they confirmed or re&ised their predictions. Students should write their statements of o&erall understandin+ in their noteboo's. &cti+ity 13: %pecial Rig t Triangles 6G34s: 1' 3' 1,' 12' 1)7 Materials ist: pencil, paper, construction materials .compass and strai+ht ed+e or patty paper/, scientific calculator <a&e students e(plore special ri+ht trian+les by startin+ with an e2uilateral trian+le with side len+ths of # units. <a&e students construct an altitude to create two ;$V-4$V-6$V trian+les. Identify the parts of the ;$V-4$V-6$V trian+le as short le+, lon+ le+, and hypotenuse. The resultin+ ri+ht trian+les ha&e a short le+ of 3 unit .remind students that the altitude of an e2uilateral trian+le is also a median which is why the ri+ht trian+les ,eometry>nit %Similarity and Tri+onometry 4%
ha&e a short le+ of 3 unit/. ) ;$V-4$V-6$V trian+le whose short le+ is 3 is called the unit trian+le. <a&e students use the 1ytha+orean theorem to calculate the len+th of the lon+ le+ .side opposite 4$V/ in simplified radical form. ) re&iew of simplifyin+ radicals may be necessary. @e(t, ha&e students create a unit trian+le for 7%V-7%V-6$V, usin+ 3 unit as the len+th of each of the two le+s. >sin+ the 1ytha+orean theorem, students will calculate the len+th of the hypotenuse in simplified radical form. ?epeat the acti&ity se&eral times, but use different measures for the sides of the e2uilateral trian+le. Start with e2uilateral trian+les whose sides are 7 units, and then 4 units and also use the isosceles ri+ht trian+le. !o this se&eral times until students see a pattern in the numbers. The +oal is to ha&e students write these as formulas: hypotenuse and long leg D ; short leg in ;$V-4$V-6$V trian+les. Cor short leg D 3 # 7%V-7%V-6$V trian+les, the relationship is hypotenuse D # ( leg . )dditionally, show students how proportions are an alternati&e way of calculatin+ the same &alues. To help students become familiar with the definition of sine and cosine, ha&e them calculate the ratios usin+ the side len+ths of special ri+ht trian+les. <a&e students use the e(amples from the abo&e acti&ity and the definition of sine to determine that sin .;$/ P 3 # . )llow them to use the calculators sin function to &erify this. This step may re2uire instruction on the use of the calculator. <elp students to understand that formulas, proportions, and tri+ functions are related to each other, and that each is a different way to write the ratios that e(ist. See that students become familiar with the idea that tri+onometric functions represent ratios of sides in a ri+ht trian+le. &cti+ity 1": Trigonometry 6G34s: 2' 3' )' 12' 1)7 Materials ist: pencil, paper, tri+ tables, scientific calculators .minimum/ "(tend )cti&ity 3; to define the cosine and tangent ratios in ri+ht trian+les. 5e sure to include information which shows students how to find the measures of the acute an+les in a ri+ht trian+le if the side len+ths are 'nown. )ssist students in learnin+ to use the calculator to find tri+ ratios and to use the ratios to sol&e problems. In order to facilitate understandin+, ha&e students read information from a standard tri+ table. Cor e(ample, in 3# order to sol&e tan . = , students need to understand that there is one an+le which has 3= the same decimal ratio as 3# di&ided by 3=. oo'in+ throu+h the list of tan+ent ratios to find this number helps students understand that the calculator has these ratios stored in its 3 3# / , he/she is re2uestin+ the calculator to memory. When the student re2uests tan . 3= search for the an+le whose ratio is the same as 3# di&ided by 3=.
,eometry >nit %Similarity and Tri+onometry
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<a&e students practice findin+ the measures of missin+ sides and an+les by applyin+ the tri+onometric ratios to ri+ht trian+les. Nnce an understandin+ of the process is mastered, ha&e students apply the tri+onometric ratios to real-life problems. These problems can be findin+ the differences between the hei+hts of two buildin+s, distance two boats are apart from each other, construction of airplanes, an+les of ele&ation or depression, etc. %ample &ssessments General &ssessments The student will create a portfolio containin+ samples of his/her acti&ities. Cor instance, the student could choose a particular drawin+ from class and enlar+e it usin+ a +i&en scale. In this entry he/she would also e(plain the process and how to pro&e that the new drawin+ is similar to the +i&en drawin+. The student will complete math learning log entries for this unit. Cor e(ample: o !iscuss the proof for the special ri+ht trian+les: ;$V-4$V-6$V and 7%V-7%V6$V. In your discussion, e(plain why this information can be +enerali0ed to all trian+les that ha&e these an+le measures. o "(plain how the 1ytha+orean theorem can be used to determine if a trian+le is a ri+ht, obtuse, or acute trian+le. The student will find pictures of similar fi+ures in ma+a0ines, newspapers, or other publications and will e(plain how he/she 'nows that the fi+ures are similar. The teacher will challen+e the student to find pairs of similar fi+ures that are not con+ruent.
&cti+ity2%pecific &ssessments )cti&ity 3: ,i&e each student a floor plan for a house. The floor plan should not ha&e any measurements on it. The student will enlar+e the floor plan to the si0e of a poster usin+ a +i&en scale. The student will find the actual dimensions of the rooms and the dimensions of the entire house from the scale used to create the floor plan. )cti&ity %: 1ro&ide instructions for ma'in+ and usin+ a hypsometer +i&en on the Ma'in+ a <ypsometer 5 M. The student will write a rationale for the proportion that is +i&en in the instructions. The student will determine the hei+ht of &arious ob9ects throu+hout school showin+ all calculations necessary to indirectly find the hei+ht of the chosen ob9ect. )cti&ity 3#: The student will use a clinometer to determine the hei+ht of somethin+ on the +rounds of the school .e.+., fla+ pole, li+ht post, +oal post/ usin+ the tri+onometric functions. The student will produce a scaled dia+ram of the measurements made and show all calculations used to indirectly 4=
calculate the hei+ht of the chosen ob9ect usin+ tri+ functions. Instructions for ma'in+ a clinometer can be found in most +eometry te(tboo's and on numerous websites, such as: http://web793.lane.edu/partners/eweb/ttr/mc'en0ie/resources/ideaban'/clin.ht ml.
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Geometry Unit $: &rea' Poly edra' %urface &rea' and (olume Time 1rame: )ppro(imately fi&e wee's Unit .escription This unit pro&ides an e(amination of properties of measurement in +eometry. While students are familiar with the area, surface area, and &olume formulas from pre&ious wor', this unit pro&ides 9ustifications and e(tensions of students pre&ious wor'. Si+nificant emphasis is +i&en to ;-dimensional fi+ures and their decomposition for surface area and &olume considerations. %tudent Understandings Students understand that measurement is a choice of unit, an application of that unit to the ob9ect to be measured, a countin+ of the units, and a reportin+ of the measurement. Students should ha&e a solid understandin+ of poly+ons and polyhedra, the meanin+ of re+ular, the meanin+ of parallel and perpendicular in ;-dimensional space, and the reason pyramids and cones ha&e a factor of 3 ; in their formulas. Guiding #uestions 3. 8an students find the perimeters and areas of trian+les, standard 2uadrilaterals, and re+ular poly+ons, as well as irre+ular fi+ures for which sufficient information is pro&ided: #. 8an students pro&ide ar+uments for the &alidity of the standard planar area formulas: ;. 8an students define and pro&ide 9ustifications for poly+onal and polyhedral relationships in&ol&in+ parallel bases and perpendicular altitudes and the o&erall +eneral , = Bh formula, where B is the area of the base: 7. 8an students use the surface area and &olume formulas for rectan+ular solids, prisms, pyramids, and cones: %. 8an students find distances in ;-dimensional space for rectan+ular solids usin+ +enerali0ations of the 1ytha+orean theorem: 4. 8an students use area models to substantiate the calculations for conditional/+eometric probability ar+uments:
,eometry>nit 4)rea, 1olyhedra, Surface )rea, and Tolume
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Unit $ Grade23e+el 45pectations 6G34s7 G34 8 G34 Te5t and 9enc mar:s ;easurement =. Cind the &olume and surface area of pyramids, spheres, and cones .M-;-</ .M7-</ Geometry 6. 8onstruct #- and ;-dimensional fi+ures when +i&en the name, description, or attributes, with and without technolo+y .,-3-</ 3$. Corm and test con9ectures concernin+ +eometric relationships includin+ lines, an+les, and poly+ons .i.e., trian+les, 2uadrilaterals, and n-+ons/, with and without technolo+y .,-3-</ .,-7-</ .,-4-</ 3#. )pply the 1ytha+orean theorem in both abstract and real-life settin+s .,-#-</ 3*. !etermine an+le measures and side len+ths of ri+ht and similar trian+les usin+ tri+onometric ratios and properties of similarity, includin+ con+ruence .,-%-</ .M-7-</ #3. !etermine the probability of conditional and multiple e&ents, includin+ mutually and non-mutually e(clusi&e e&ents .!-7-</ .!-%-</ %ample &cti+ities &cti+ity 1: = y .oes T at 1ormula =or:@ 6G34: 1,7 Materials ist: +rid paper, pencil Teacher *ote/ Students should +e a+le to find the area of +asic figures such as rectangles$ triangles$ and trape>oids through wor in previous grades0 This activity e.plores how the formulas were derived and introduces a formula for the area of a rhom+us0 <a&e students in&esti+ate why the rectan+le area formula is base times hei+ht. The easiest way to ha&e students see this is to use +rid paper and count the s2uares. <a&e them in&esti+ate a parallelo+ram that is not a rectan+le or a s2uare, reco+ni0in+ that the formula for the area of a rectan+le is the same formula as the area of a parallelo+ram. <a&e students re&iew the definition of distance between two lines to understand why the hei+ht of a +eneral parallelo+ram is different than the measure of the sides. "mphasi0e that althou+h students ha&e always learned that the area of a rectan+le is len+th times width, the better interpretation is base times hei+ht since a rectan+le is a special type of parallelo+ram. This ma'es the formula applicable to any 2uadrilateral that is a parallelo+ram. Cor most students this will be only a matter of chan+in+ the &ariables from prior 'nowled+e and reco+nition that hei+ht is a measurement ta'en alon+ a se+ment which is perpendicular to the base.
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)fter in&esti+atin+ the parallelo+ram, ha&e students e(amine the formulas for other plane fi+ures [ trian+les, trape0oids, and rhombi. <a&e students e(plain how each formula is deri&ed from other formulas, as well, as how to apply them to &arious problem situations. ?e&iew with students the fact that the dia+onals of a rhombus are perpendicular and bisect each other. <a&e students +enerate the formula for findin+ the area of a rhombus usin+ the len+ths of the dia+onals . A = 3 # d3\d # /. ead a discussion in which students ha&e the opportunity to consider other 2uadrilaterals whose areas could be found usin+ the same formula .i.e., s2uares and 'ites/. This discussion should be based upon the characteristics of the dia+onals that were in&esti+ated in the unit on 2uadrilaterals. &cti+ity 2: &rea of Regular Polygons 6G34s: !' *' 1,' 12' 1)7 Materials ist: hin+ed mirrors, protractors, rulers, pencil, paper, compass Teacher *ote/ While #L9 ; refers to the volume and surface area$ the area of regular polygons should +e reviewed to assist students in finding the volume and surface area of polyhedra with +ases that are regular polygons. In this acti&ity students use hin+ed mirrors, protractors, and rulers to draw re+ular poly+ons and to in&esti+ate the measures of their central an+les. This will be pi&otal to helpin+ find the len+ths of apothems that are not +i&en when findin+ the area of re+ular poly+ons. ) similar acti&ity with acti&ity sheets is a&ailable at http://illuminations.nctm.or+/inde(Bd.asp(:idP;=6. 3. <a&e students draw a line on a plain sheet of paper. 1osition the hin+ed mirror so that the sides of the mirror intersect the line at two points that are e2ual distances from the hin+e of the mirror.
#. ?emind students, to s'etch what they see and then place the protractor on top of the mirror to determine the an+le of the mirror. ?ecord this measurementK this is the measure of a central an+le of the poly+on that they see in the mirror. ;. <a&e the students open the mirror widerK students must ma'e sure that the mirror intersects the line at e2ual distances from the hin+e. They should obser&e what happens to the fi+ure, s'etch the new fi+ure, and record the new an+le measurement.
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7. <a&e students open or close the mirror until a re+ular he(a+on is formed and record the an+le of the mirror. Then students should answer the followin+ 2uestions about the si(-sided fi+ure: a. What is the sum of the an+le measures for those an+les whose &erte( is the mirrors hin+e: b. <ow many an+les are there in the ima+e for each number of sides, and what is the measure of each of those an+les: c. <ow does the measure of the hin+ed mirror compare to the measure you calculated in b abo&e: %. <a&e students use the hin+ed mirror to find the central an+le for the followin+ re+ular poly+ons: trian+le, s2uare, penta+on, octa+on, deca+on, and dodeca+on. !irect students to construct a circle usin+ a compass and to inscribe a re+ular he(a+on in the circle by ma'in+ 4 con+ruent arcs alon+ the circle. <a&e students di&ide the he(a+on into si( con+ruent trian+les and write the formula for the area of the he(a+on. ead a class discussion to determine that students were able to +enerate the formula as A P 4( 3 # sa ) , where s is the measure of one side of the he(a+on, and a is the hei+ht of the trian+le, or the apothem of the he(a+on. )s' students to consider the meanin+ of 4 s as this e(pression relates to the he(a+on. Nnce it has been established that 4s is the perimeter of the he(a+on, rewrite the formula for the area of a he(a+on as A = 3 # )a , where A is the area of the poly+on, ) is the perimeter of the poly+on, and a is the apothem of the poly+on. This formula can be used for all re+ular poly+ons. <a&e students practice calculatin+ the area of other re+ular poly+ons. 1ro&ide dia+rams with labeled measurements or pro&ide real ob9ects in which students can measure the parts needed for the formula. 1ro&ide instances in which students must use special ri+ht trian+les or tri+onometric ratios to find the apothem or the side measure of the poly+on. Students can find the len+th of the apothem of a re+ular poly+on by usin+ tri+onometry. The formula for the len+th of the apothem of a re+ular poly+on is 6$ ( n # ) 3 a = s tan , where s is the len+th of the side of the poly+on and n is the # n number of sides of the poly+on. &cti+ity 3: 45periment 0it (olume 6G34s: *' 1,7 Materials ist: paper, pencil, stiff paper, cardstoc', transparency sheets, shallow bo(, rice or other filler Teacher *ote/ This activity relates to the construction of 12I figures as stated in #L9 76 however$ it is also included as a review of the volume concepts mastered in grade (0 5e+in this acti&ity by ha&in+ students complete modified S)AW* writing .&iew literacy strate+y descriptions/0 S)AW* is an acronym that stands for fi&e cate+ories of writin+ options, Special )owers$ )ro+lem Solving$ Alternative ,iewpoints$ What If$ and *e.t0 ,eometry>nit 4)rea, 1olyhedra, Surface )rea, and Tolume =#
>sin+ these cate+ories, create thou+ht-pro&o'in+ prompts related to the topic. In this case, students should be +i&en a prompt which will cause them to predict the relationship between two cylinders with different bases and hei+hts. This is modified because it does not as' students to predict what will happen ne(t, but ha&in+ them ma'e the prediction does fall under the *e.t cate+ory. To present the writin+ topic ta'e two sheets of paper and create two baseless cylinders li'e the ones shown below.
1resent the cylinders to the class and ha&e them write a few sentences to answer the followin+ topic from the *e.t cate+ory .post the topic on the board or the o&erhead/: *e.t/ 5ased on your prior 'nowled+e of &olume, predict whether you belie&e the &olumes of the two cylinders are e2ual or whether the shorter or taller cylinder has the +reater &olume. "(plain why you predicted as you did. !o not ha&e the students calculate the &olume at this stepAtheir predictions should be based solely on their prior 'nowled+e and their obser&ations. )fter +i&in+ the students time to write their responses, ha&e students share their predictions. <a&e students pair up and discuss their predictions, then ha&e the pairs 9oin another pair to form a +roup of four. In these +roups of four, the students should discuss their predictions and their reasons for their predictions. )fter a few minutes of discussion, ha&e +roups report their predictions to the class. Then, perform a demonstration for the students .or ha&e the students perform the demonstration by +i&in+ them the necessary materials/ by tapin+ two sheets of paper to form the two cylinders, one short and one tall. .Stiff paper is helpful. Transparency sheets may be used/. <old the tall cylinder upri+ht in a shallow bo( and fill with rice. @ow fill the shorter cylinder and compare the two amounts of rice. <a&e the students determine whether their predictions were correct. @ow, ha&e the students calculate the &olumes of both cylinders. ead the students in a discussion as to why the &olumes are not the same e&en thou+h the numbers are the same. Include in the discussion, a study of the areas of the bases and a determination of the effects of s2uarin+ the radius when calculatin+ the areas of those bases. To conclude the lesson, present other S)AW* prompts which challen+e the students to reflect on or thin' more critically about what they ha&e 9ust learned:
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What If-
,i&en a cylinder which has a base with a diameter of 3$ inches and a hei+ht of 3# inches, what would happen to the hei+ht of the cylinder if the &olume was to remain the same and the base was increased by %$]: What would happen to the base of the cylinder if the &olume was to remain the same and the hei+ht was increased by =%]:
Nnce students complete their writin+s, ha&e students share their ideas with a partner, then a +roup, and then the entire class as they did after the *e.t prompt. These discussions should include their calculations of &olume and the new measures for the hei+ht and base. &cti+ity ": Cube Coloring Problem 6G34s: *' 1,7 Materials ist: a lar+e 2uantity of unit cubes .su+ar cubes can be used/, +raph paper, colored pencils or mar'ers, pencils, learnin+ lo+ Teacher *ote/ This activity provides a review of surface area and volume of prisms mastered in grade (0 In this acti&ity, students will in&esti+ate what happens when different si0ed cubes are constructed from unit cubes, the surface areas are painted, and the lar+e cubes are ta'en apart. <old up a unit cube. Tell students this is a cube on its first birthday. )s' students to describe the cube .ei+ht corners, si( faces, twel&e ed+es/. Cind the cubes total surface area and &olume. )s' student +roups to build a DcubeE on its second birthday, that is, to double the len+th of each side of the cube. )s' the students to describe it in writin+. Cind the surface area and &olume. )s' students how many unit cubes it will ta'e to build a cube on its third birthday, fourth, fifth, etc throu+h the cubes tenth birthday. Cind the surface area and &olume on each of the cubes birthdays. .<n the cu+e8s third +irthday$ the cu+e would +e 1.1.1$ on the fourth 5.5.5$ etc0" 1ose this colorin+ problem: The cube is ten years old. It is dipped into a buc'et of paint. )fter it dries, the ten-year-old cube is ta'en apart into the unit cubes. <ow many cubes are painted on three faces, two faces, one face, no face: .If usin+ su+ar cubes, students can ma'e a model and place a dot on each e(posed side with a mar'er./ <a&e students chart their findin+s, includin+ surface area and &olume, for each a+e cube up to ten and loo' for patterns. <a&e students use e(ponents to write the number of unit cubes needed to ma'e a lar+er cube. "(pand this to the number of cubes painted on three faces, two faces, one face, or no face. <a&e students +raph the findin+s for each dimension of cube up to ten and loo' for the +raph patterns.
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Students will note that the three painted faces are always the cornersAei+ht on a cube. The cubes with two faces painted occur on the ed+es between the corner and increase by twel&e each time. The cubes with one painted face occur as s2uares on the si( faces of the ori+inal cube. The cubes with no painted faces are the cubes within the cube. )s an entry in the students math learning logs .&iew literacy strate+y descriptions/, ha&e the students e(plain the patterns they ha&e obser&ed. )lso, ha&e the students e(plain how they belie&e the surface area and &olume formulas for a cube were de&eloped based on their findin+s in this acti&ity. ) learning log is typically a noteboo' a student 'eeps in order to record ideas, 2uestions, and new understandin+s. Students should 'eep this as a separate noteboo' or as a separate section in their binders .if binders are used/. Students should use their math learning logs other times in class in addition to those listed throu+hout the curriculum to pro&ide opportunities to assess understandin+. To end the acti&ity, ha&e students complete a S)AW* writing .&iew literacy strate+y descriptions/ from the What If- cate+ory. 1ost the followin+ prompt by writin+ it on the board or on the o&erhead: D<ow would this acti&ity chan+e if rectan+ular solids which are @NT cubes were created with the su+ar cubes: Cor instance, how would the information chan+e if the width and hei+ht were the same but the len+th was one more than the width .3(3(#, #(#(;, ;(;(7, etc./.E <a&e students discuss their ideas in +roups of four concentratin+ on their calculations and any patterns they ha&e obser&ed. Then ha&e the students report as a whole class and discuss the patterns they found and how they differ from the cube problem posed in the acti&ity. &cti+ity 5: Cylinder in 32. 6G34s: *' 1,7 Materials ist: compass, scissors, tape, metric ruler, pencil, paper, thin cardboard .optional/ Teacher *ote/ This activity also provides a review of a surface area formula mastered in grade (0 >sin+ +roups of two, ha&e students draw the fi+ure shown below on a sheet of paper or thin cardboard, usin+ the indicated measurements. 8ut out this net and then fold and tape the ed+es to form a cylinder.
<a&e students +o bac' to )cti&ity ; and use the formula for the &olume of a cylinder to find the &olume of the cylinder they ha&e constructed. <a&e students +enerali0e the ,eometry>nit 4)rea, 1olyhedra, Surface )rea, and Tolume =%
measurements .identify the radius and hei+ht/ to +enerate the +eneral formula for findin+ the &olume. <a&e students relate the formula for the &olume of the cylinder to the &olume formula for &arious polyhedra , = Bh where , is the &olume of the polyhedron, B is the area of the base, and h is the perpendicular hei+ht of the polyhedron. )lso, students should +enerate the +eneral formula for findin+ the surface area of a cylinder. Students should remember that the surface area of any three-dimensional ob9ect is the sum of the area of its bases and lateral faces. While a cylinder does not fit the definition of a polyhedron, the +eneral understandin+s for &olume and surface area still apply. &cti+ity $: 9uilding a Pyramid 6G34s: *' 1,' 127 Materials ist: two *.%E ( 33E sheets of paper, two pairs of scissors, two rulers, tape for each pair of studentsK for each studentApencil, calculator <a&e students wor' in pairs and use the materials pro&ided to construct a s2uare pyramid which has a hei+ht of = cm and a base len+th of 7 cm. "ach of the students is to ma'e a pyramid, but the use of pairs allows them to thin' throu+h the process to+ether. ?emind students that they should use the 1ytha+orean theorem to fi+ure the slant hei+ht .hei+ht of the trian+le for one of the sides/ in order to construct the faces of the pyramid. The most e(pedient way to build the pyramid is to ma'e a net consistin+ of a s2uare with an isosceles trian+le drawn on each side. The isosceles trian+le should be constructed so that the hei+ht of the trian+le is the calculated len+th of the pyramids slant hei+ht. Students who ha&e trouble &isuali0in+ the net may use other methods, such as drawin+ each side indi&idually and tapin+ them all to+ether. It may be a +ood idea to ma'e two paper models in ad&ance of the acti&ity and then dismantle one of the pyramids to show what the net loo's li'e. If necessary, lead a discussion of the location of each measurement on the net in comparison to the ;-dimensional pyramid. <a&e students discuss ways they mi+ht find the &olume of the pyramid. This discussion should include the understandin+ that the &olume of a polyhedron, in +eneral, is , = Bh . <owe&er, students should reali0e that this will not apply to a s2uare pyramid because the pyramid is only a part of a cube or rectan+ular solid .which is the &olume that would be found if the +eneral formula is used/.The students may not be able to find the &olume at this pointAit will be discussed more in )cti&ity *. )lso lead the students in a discussion about the information that would be necessary to find the un'nown hei+ht of a pyramid .or possibly an un'nown base len+th of the pyramid if the hei+ht were +i&en/. )s' students to apply this 'nowled+e by creatin+ another pyramid with a different re+ular poly+on as the base.
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&cti+ity !: %urface &rea 6G34: !7 Materials ist: models of pyramids from )cti&ity 4, pencil, paper >sin+ their models from )cti&ity 4, ha&e students determine the total surface area of their constructed pyramids and describe the process of findin+ the surface area of the pyramids. Students should find the surface area of the pyramids with s2uare bases and other re+ular poly+on bases as well. &cti+ity ): (olumes of Pyramids and Cones 6G34: !7 Materials ist: &olume model 'it.s/, rice or other filler, pencil, paper 8ompare the &olumes of a pyramid and prism with the same base and hei+ht as a demonstration usin+ a &olume model 'it. If enou+h model 'its are a&ailable, ha&e students wor' in +roups of # or ; when completin+ the acti&ity. Students could also ma'e their own models usin+ old manila file folders and then complete the acti&ity. Cill the pyramid from the 'it with rice or unpopped popcorn. )s' students to estimate how many times the pyramid must be filled in order for the prism to be filled. !o the same thin+ with a cone and cylinder. !e&elop the concept that the &olume of a cone .pyramid/ is one-third the &olume of a cylinder .prism/ if the two solids ha&e the con+ruent hei+hts and bases. )s an e(tension, as' students to estimate the relationship between the cone and the sphere which are also a part of the 'it. Since the cone must be filled twice before the sphere is filled, the sphere is twice as lar+e as the cones &olume or # ; the &olume of the cylinder. 1ro&ide real-life applications in which students must find the &olumes of cones, pyramids, prisms, and spheres. Students will ha&e to be +i&en the actual formula for the &olume of a sphere in order to accurately find the &olume of spheres. &cti+ity *: ;ore 0it (olume and %urface &rea 6G34: !7 Materials ist: pencil, paper <a&e students re&iew the processes for findin+ the surface area of prisms and pyramids. They should +enerali0e that to find the total surface area of a prism or pyramid, they need to find the sum of all the areas of the lateral faces and the base.s/. The &olume of the prisms can be +enerali0ed as the product of the area of the base and the hei+ht of the prism . , = Bh 7. The &olume of the pyramids should be +enerali0ed as findin+ 3 ; of the product of the area of the base and the hei+ht of the pyramid. )fter these +enerali0ations are made, ha&e students practice findin+ the surface area and &olume of prisms and pyramids with re+ular poly+ons as their bases.
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&cti+ity 1,: (olume of -rregular Bb?ects 6G34: !7 Materials ist: cylindrical container, water, irre+ular ob9ects .li'e an e++-shaped paperwei+ht/, tube of toothpaste .with the bo(/, pencil, paper, calculator Teacher *ote/ Although #L9 ; refers to only the volume of pyramids$ cones$ and spheres$ this activity gives students another opportunity to determine the volume of an o+Hect for which no formula e.ists0 1ro&ide students with a cylindrical ob9ect whose &olume can be calculated and with mar'in+s to measure a predetermined amount of water .a bea'er from a science class would do well/. )s' them to place water in the bea'er but not to fill it to the top. !iscuss with the students the &olume of water in the bea'er. )s' them to place an irre+ular ob9ect, li'e an e++-shaped paperwei+ht, into the water, bein+ careful not to spill any water. @ote the displacement of the water and determine the &olume of the paperwei+ht. @e(t, repeat the acti&ity with a tube of toothpaste. <a&e the bo( for the tube on hand as well. )fter students determine the &olume of the tube of toothpaste, ha&e them determine the &olume of the bo(. Instruct students to determine what percent of the bo( is used by the toothpaste and what percent is empty space. >se this acti&ity for a discussion about pac'a+in+ efficiency. &cti+ity 11: Geometric Probability 6G34 217 Materials ist: pencil, paper, calculator Students should be +i&en problems that re2uire them to find the area of a &ariety of shapes. This should include basic fi+ures as well as fi+ures within other fi+ures, or combinations of fi+ures. )s' students to find the probability of randomly selectin+ a point in a shaded re+ion of the +i&en fi+ure. "(ample: Mar' created a +ame consistin+ of ;# s2uares on a rectan+ular +ame board. The board measures 3-foot by #-feet. 34 of the s2uares are ;-inches by ;-inches while the other 34 s2uares are #-inches by #-inches. <e earns ; points for hittin+ the board and not hittin+ a s2uare, % points for hittin+ one of the lar+er s2uares, 3$ points for hittin+ one of the smaller s2uares. What is the probability that he will earn 3$ points with one throw of a dart: Solution/ 47 #** = # 6 = ##] 0 )s' students to apply +eometric probability usin+ the en+th 1robability 1ostulateAthe probability of a point lyin+ on a smaller portion of a se+ment is e2ual to the len+th of the smaller portion di&ided by the len+th of the entire se+ment.
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"(ample: ) radio station will play the son+ of the day once durin+ each hour. The 3$3st caller will win ^3$$. If you turn on the radio at #:;% p.m., what is the probability that you ha&e missed the start of the son+ durin+ the #:$$ p.m. to ;:$$ p.m. hour: Solution/ ;% 4$ = = 3# = %*] 0 %ample &ssessments 1erformance and other types of assessments can be used to ascertain student achie&ement. "(amples include: General &ssessments The student will complete learnin+ lo+ entries for this unit. Su++ested topics include: o "(plain why pyramids and cones ha&e 3 ; as a factor in their formulas for &olume. o Show how to find the &olume and surface area of a solid that combines a cylinder with a cone, or a prism with a pyramid. 5e specific. 1ro&ide the student with three-dimensional models. The student will s'etch dia+rams and ta'e appropriate measurements from actual ob9ects needed to calculate &olume and surface area. The student will label s'etches with measurements and then show the process used to calculate &olume and surface area. Since this tas' is time consumin+, the student will be +i&en no more than three ob9ects, some type of prism, either a cone or pyramid, and a cylinder.
&cti+ity2%pecific &ssessments )cti&ity 3: The student will determine the total li&in+ area and total area of a +i&en floor plan. This floor plan should ha&e odd-shaped rooms that would re2uire usin+ most of the formulas discussed in this acti&ity. )cti&ity 4: The student will build a pyramid with a minimum surface area and minimum &olume. The student will show the measurements of the bases, hei+ht of the faces, and the hei+ht of the pyramid based on the +i&en minimum surface area and &olume. )cti&ity 3$: The student will desi+n a container to hold a specific &olume of a specified product. )ssi+n each student a different &olume and specific shape or assi+n the &olume and allow the student to choose the shape. The student will desi+n a label for the container and determine the area of that label. The
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student will create a newspaper ad&ertisement about the product to fit within a specified area.
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Geometry Unit !: Circles and %p eres Time 1rame: )ppro(imately fi&e wee's Unit .escription This unit focuses on 9ustifications for circular measurement relationships in two and three dimensions, as well as the relationships dealin+ with measures of arcs, chords, secants, and tan+ents related to a circle. It also pro&ides a re&iew of formulas for determinin+ the circumference and area of circles. %tudent Understandings Students can find the surface area and &olume of spheres. Students can apply the relationship of the measures of minor and ma9or arcs to the measures of central an+les and inscribed an+les, and to the circumference in &arious situations. They can also e(plain the rele&ance of tan+ents in real-life situations and the power of a point relationship for intersectin+ chords. Guiding #uestions 3. 8an students pro&ide an ar+ument for the &alue of and the way in which it can be appro(imated by poly+ons: #. 8an students pro&ide con&incin+ ar+uments for the surface area and &olume formulas for spheres: ;. 8an students apply the circumference, surface area, and &olume formulas for circles, cylinders, cones, and spheres: 7. 8an students apply +eometric probability concepts usin+ circular area models and usin+ area of a sector: %. 8an students find the measures of inscribed and central an+les in circles, as well as measures of sectors, chords, and tan+ents to a circle from an e(ternal point: 4. 8an students use the power of a point theorem .intersectin+ chords and intersectin+ secants/ to determine measures of intersectin+ chords in a circle:
,eometry>nit =8ircles and Spheres
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Unit ! Grade23e+el 45pectations 6G34s7 G34 8 G34 Te5t and 9enc mar:s ;easurement =. Cind &olume and surface area of pyramids, spheres, and cones .M-;-</ .M-7</ Geometry 3$. Corm and test con9ectures concernin+ +eometric relationships includin+ lines, an+les, and poly+ons .i.e., trian+les, 2uadrilaterals, and n-+ons/, with and without technolo+y .,-3-</.,-7-</.,-4-</ 3;. Sol&e problems and determine measurements in&ol&in+ chords, radii, arcs, an+les, secants, and tan+ents of a circle .,-#-</ 3=. 8ompare and contrast inducti&e and deducti&e reasonin+ approaches to 9ustify con9ectures and sol&e problems .,-7-</ .,-4-</ 36. !e&elop formal and informal proofs .e.+., 1ytha+orean theorem, flow charts, para+raphs/ .,-4-</ .ata &nalysis' Probability' and .iscrete ;at #3. !etermine the probability of conditional and multiple e&ents, includin+ mutually and non-mutually e(clusi&e e&ents .!-7-</ .!-%-</ ##. Interpret and summari0e a set of e(perimental data presented in a table, bar +raph, line +raph, scatter plot, matri(, or circle +raph .!-=-</ %ample &cti+ities &cti+ity 1: (ocabulary %elf2&0areness 6G34: 137 Materials ist: pencil, Tocabulary Self-)wareness 5 M ,i&e each student a copy of the Tocabulary Self-)wareness 5 M. ,oca+ulary self2 awareness .&iew literacy strate+y descriptions/ is a literacy strate+y which helps to assess students 'nowled+e of terms before readin+ te(t or other tas's. This awareness is helpful for students because it hi+hli+hts what students already 'now, as well as what they still need to learn in order to fully understand the concept. Throu+hout this unit on circles and spheres, ha&e students maintain the voca+ulary self2 awareness chart on the Tocabulary Self-)wareness 5 M. ) tar+et &ocabulary has been pro&ided in the 5 M .additional words may be added if necessary/. <a&e students complete self-assessments of their 'nowled+e of the words usin+ the chart pro&ided on the 5 M. !o not +i&e students definitions or e(amples at this sta+e. )s' students to rate their understandin+ of each word with a DLE .understand well/, a DE .limited understandin+ or unsure/, or a D[D .dont 'now/. Tell students to pro&ide a definition and e(ample for any term they feel they understand well .they would put a DLE for these terms/. N&er the course of the unit, students should be told to return often to the chart to add new information to it. Students will add definitions, e(amples, and other words, as ,eometry>nit =8ircles and Spheres *#
well as re&ise definitions and e(amples from their initial self-assessment. The +oal is to replace all the chec' mar's and minus si+ns with a plus si+n. 5ecause students continually re&isit their &ocabulary charts to re&ise their entries, they ha&e multiple opportunities to practice and e(tend their understandin+ of 'ey terms related to circles and spheres. &cti+ity 2: .eri+ation of t e &rea of a Circle 1ormula 6G34s: 13' 1!7 Materials ist: pencil, paper, paper circles, scissors, automatic drawin+ pro+ram ead students in an e(ercise to show how the formula for the area of a circle can be de&eloped. <a&e students cut a circle into * or 34 sectors, rearran+e the sectors to form a parallelo+ram, and then use al+ebra to +enerate the area formula from the formula for the area of the parallelo+ram. >sin+ this process allows students to re&iew the circumference formula and area formula of a parallelo+ram. )nother way to show the deri&ation is to increase the number of sides of a re+ular poly+on inscribed in a circle. >sin+ an automatic drawin+ pro+ram such as The #eometer8s S etchpad, ha&e students draw a circle and inscribe an e2uilateral trian+le. <a&e them find the area of the trian+le and compare it to the area of the circle. Then ha&e the students inscribe a s2uare, re+ular penta+on, re+ular he(a+on, re+ular octa+on, re+ular deca+on, and a re+ular dodeca+on. Students should notice that the len+th of the apothem of the re+ular poly+on approaches the len+th of the radius of a circle as the number of sides in the poly+on increases. <a&e students deri&e the area of a circle formula by loo'in+ at the process for calculatin+ the area of a re+ular poly+on .i.e., area of one trian+le times number of trian+les or by usin+ the formula discussed in >nit 4 )cti&ity #/, and +enerali0e this formula as the len+th of the poly+ons sides +ets smaller and smaller .as the number of sides increases/. >sin+ this techni2ue allows students to re&iew the process and/or formula for findin+ the area of a re+ular poly+on. <a&e a class discussion about the use of deducti&e lo+ic in this process. What assumptions must be accepted as truth: <ow is the process different from induction: &cti+ity 3: T ro0 T at .artC 6G34s: 13' 217 Materials ist: paper, pencil, teacher-created DdartE boards, calculators, learnin+ lo+s 1ro&ide students with se&eral DdartE boards made of circles. Cor e(ample, use circles on s2uares with the circles cut up into 2uarter pieces and placed in the corners of a s2uare, or use se&eral concentric circles. <a&e students shade in some of the circular re+ions, determine the areas of these re+ions, and then fi+ure the probability of a dart which is thrown randomly at a dartboard landin+ in a shaded re+ion .assume each dart hits the board/. <a&e students create dartboards that possess specific probabilities for a randomly thrown dart landin+ in a shaded re+ion.
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)s an entry in the students math learning logs .&iew literacy strate+y descriptions/, ha&e the students e(plain the process they should employ to find the probability of a dart hittin+ a certain re+ion of the board. The prompt could be: 8reate a dart board that includes at least one circle and one other poly+on. Shade at least one re+ion of the dart board. 8alculate the probability of a dart hittin+ the shaded re+ion.s/. "(plain the process you used to find the probability for your dart board. ) learning log is typically a noteboo' students 'eep in order to record their ideas, 2uestions, and new understandin+s. Students should 'eep this as a separate noteboo' or as a separate section in their binders. Students should use their math learning logs other times in class, in addition to those listed throu+hout the curriculum, to pro&ide opportunities to assess understandin+. &cti+ity ": Central &ngles and &rcs 6G34: 137 Materials ist: Sample @otes 5 M, Split-1a+e @otes Model 5 M, paper, pencil, circle dia+rams, strin+ or tailors tape, In this acti&ity, students will use a split2page noteta ing .&iew literacy strate+y descriptions/ format to ta'e notes on central an+les and arcs. Split2page noteta ing is simply a different way for students to or+ani0e their notes to help them use their notes more effecti&ely for study. Model the approach by placin+ on the board or o&erhead sample split-pa+e notes from the topic of circles. "(plain the &alue of ta'in+ notes in this format by sayin+ it or+ani0es information and ideas from &arious sources. It helps separate bi+ ideas from supportin+ details, and it promotes acti&e readin+ and listenin+. @e(t, as' students to use split2page noteta ing while listenin+ to a brief presentation on central an+les and arcs. This presentation should define the terms central an+les, arcs, ma9or arcs, minor arcs, and semicircles. Tell students to draw a line from the top to bottom of their pa+es about one-third from the left side of the pa+e. Nn the left side they will write the terms or concepts and on the ri+ht side they will write the definition or e(planation of the term. They can also draw e(amples on the ri+ht side of the pa+e. )fter the presentation, ha&e students compare notes with a partner, then answer 2uestions and pro&ide clarification usin+ the Split-1a+e @otes Model 5 M as a +uide. Show students how they can prompt recall by bendin+ the sheet of notes so that the information in the ri+ht or left column is co&ered. Then proceed with the remainder of the acti&ity remindin+ students to add information to the concepts they ha&e recorded already .li'e formulas and other e(amples/. 1ro&ide pairs of students with a dia+ram containin+ a circle with a +i&en radius len+th and with central an+les labeled 3, #, and ;. The measures of the central an+les should be in the ratio of #:;:7. <a&e students determine the measures of the central an+les and
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measures of the respecti&e arcs. ?epeat this acti&ity for other circles and other ratios. In addition, ha&e students identify ma9or and minor arcs +i&en a central an+le. Students should reali0e that the measure of the ma9or arc is e2ual to ;4$ [ the measure of the minor arc. To help students &isuali0e ma9or and minor arcs, as' them to determine the type of arc associated with &arious times of day displayed on an analo+ cloc'. ?e&iew with students the fact that the sum of the central an+les of a circle is ;4$V. If needed, ha&e students use strin+ or a tailors tape measure to find the circumference of the circle and to determine the len+th of one of its arcs. <elp students to internali0e the concept that the ratio of the arcs measure to ;4$ de+rees is the same ratio as the arcs len+th to the circles circumference by repeatin+ this acti&ity many times. 1ro&ide opportunities for students to find both arc measure and arc len+th of ma9or and arc measure arc len+th = minor arcs usin+ the formula . o circumference ;4$ Collowin+ this acti&ity, ha&e students re&isit both their split-pa+e notes and their voca+ulary self2awareness charts to update and re&ise their entries. &cti+ity 5: Concentric Circles 6G34: 137 Materials ist: 8oncentric 8ircles 5 M, protractor, ruler, learnin+ lo+ 1ro&ide students with copies of the 8oncentric 8ircles 5 M. <a&e students find the measure of se&eral of the central an+les usin+ a protractor. Ma'e certain that students understand that the measure of an arc is the same as the measure of its central an+le. <a&e students measure the radii of se&eral of the concentric circles and calculate the len+th of each arc intercepted by the central an+les. <a&e students discuss in pairs their obser&ations about the arcs they ha&e measured. !urin+ this discussion students should be+in to see that arcs which ha&e the same de+ree measure do not ha&e the same arc len+th if they are parts of circles whose radii are different len+ths. <a&e students draw two circles of different si0es. <a&e them draw a central an+le of =% de+rees in each circle, and then calculate the len+th of each arc intercepted by the =% de+ree an+les. <a&e students determine if their calculations follow their obser&ations from their wor' with the concentric circles. )s an entry in the students math learning logs .+ie0 literacy strategy descriptions/, ha&e students e(plain how arc measure and arc len+th differ, and under what conditions two arcs can ha&e the same measure, but different len+ths. )s' for students to &olunteer their e(planations and lead a class discussion on the topic.
,eometry >nit =8ircles and Spheres
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&cti+ity $: Grap -tC 6G34s: 13' 227 Materials ist: results from +roup sur&eys, protractors, calculators, pencil, paper, color pencils or colors, teacher-created data sets and matchin+ circle +raphs, Internet access, ma+a0ines, newspapers .The last three items are optional and for teacher use/ <a&e students wor' in +roups to conduct sur&eys about fa&orite TT shows, foods, colors, etc. The sur&eys should be completed outside of class. Students should as' a &ariety of people the 2uestions, not 9ust the people in their class. "ach +roup can as' a different 2uestion: DWhat is your fa&orite TT show: What is your fa&orite food: What is your fa&orite color:E "ach +roup should compile its results and compute the percent of people in each cate+ory for the sur&ey 2uestion .for e(ample, what percent of people li'ed 8SI, <annah Montana, Spon+ebob, etc/. <a&e +roups of students create circle +raphs to represent their data. 1ro&ide the students with the definition of the term sector. When creatin+ their +raphs, allow students to use colors or color pencils to shade the sectors of their +raphs. Ma'e sure that students use protractors to calculate the correct an+le measures based on their data. Nnce +roups create their circle +raphs, ha&e them swap +raphs and chec' each others wor'. 1rior to the start of this acti&ity, search the Internet or ma+a0ines and newspapers for data which can be presented as a circle +raph. )nother option is to sur&ey your classes on &arious topics li'e their fa&orite colors, mo&ies, foods, hobbies, etc., months of the students birthdays, a+es of the students .if there is a &ariety amon+ all of the classes you teach/. This sur&ey can be accomplished as an interest sur&ey. >sin+ the data collected either from the Internet or the sur&ey, pro&ide the students with the data in table form .usin+ percents/ and matchin+ circle +raphs that are already drawn. Ma'e sure some of the circle +raphs are constructed incorrectly. <a&e students discuss the data that is presented to them in the +raph and compare to the data pro&ided in the table. >sin+ their 'nowled+e of central an+les, instruct students to determine if the circle +raph has been constructed correctly. If any +raph is incorrectly constructed, indicate that students should de&elop a new +raph based on the +i&en data. <a&e students determine the 'ind of arc associated with each cate+ory of data .e.+., ma9or, minor, semicircle/. Instruct students to determine what each of the sectors represents. Cor instance, if one of the circle dia+rams is a sur&ey about fa&orite tele&ision pro+rams and #7] of the #%$ people sur&eyed li'e The Frugal Millionaire, ha&e students determine the number of people who li'e that show. &cti+ity !: Geometric Probability 6G34: 217 Materials ist: paper, pencil, spinners, calculators * r # , where ;4$ * is the measure of a central an+le. ,i&e students circle spinners di&ided into une2ual <a&e students practice findin+ the area of a sector usin+ the formula A =
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sectors. <a&e students find the probability of spinnin+ and landin+ on a certain sector. )llow students to play simulated +ames to see if there is a way to always win the +ame if there are points allotted to certain sectors. &cti+ity ): &rcs and C ords 6G34: 137 Materials ist: +eometry software pro+ram .or compass and strai+hted+e/, pencil, paper, ruler, protractor, !iameters and 8hords 5 M, scissors, patty paper <a&e students use a +eometry software pro+ram .or compass and strai+hted+e/ to inscribe a &ariety of poly+ons in circles. @e(t, ha&e students determine the measure and len+th of each arc of the circle subtended by a chord. Cor e(ample, inscribe a stop si+n in a circle and then determine the two measures of each of the * arcs. >se a process guide .&iew literacy strate+y descriptions/ to help students e(amine the relationship between a chord and its arc when a diameter is perpendicular to the chord, and the relationship between two chords that are e2uidistant from the center. )rocess guides are used to +uide students in processin+ new information and concepts. They are used to scaffold students comprehension and are desi+ned to stimulate students thin'in+ durin+ and after readin+. )rocess guides also help students focus on important information and ideas. In this acti&ity, students will be +i&en process +uides that will lead them throu+h the steps to disco&er the relationships inherent in all 2uadrilaterals. To create a process +uide, re&iew the information to be studied and decide how much help students will need to construct and use meanin+. 1ro&ide each student with a copy of the !iameters and 8hords 5 M. <a&e students wor' as pairs to complete the in&esti+ation. <a&e the pairs share their findin+s with the rest of the class. Students should be told that they are re2uired to support their statements, con9ectures, and answers, with e&idence from their in&esti+ations with the process guide. ead a summary discussion of the con9ectures formed throu+h the in&esti+ation. )lso encoura+e students to add these con9ectures to their split-pa+e notes to help them or+ani0e their new information. )t this point, students should be +i&en the opportunity to apply their understandin+ of the con9ectures by ha&in+ the students find measures of se+ments in circles. These problems should include al+ebra s'ills as well. &cti+ity *: 1inding t e Center 6G34: 137 Materials ist: paper, pencil, ruler, protractor 1ose the problem of findin+ the center of a circular picnic table in order to cut a hole for an umbrella. 8hallen+e students to use their 'nowled+e of chords, lines perpendicular to a chord at its midpoint, and the intersection of these lines to find the center of the circle.
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&cti+ity 1,: -nscribed angles 6G34s: 13' 1!' 1*7 Materials ist: paper, pencil, ruler, protractor <a&e each student draw a circle and then inscribe a re+ular he(a+on in the circle. Students should label the he(a+on ABCI9F and the center of the circle ). !raw radii )A, )F , and )B . abel the followin+ an+les: F)A as 3, A)B as #, FA) as ;, and BA) as 7. <a&e students measure and m each numbered an+le with a protractor, then find mFA AB , and then e(plain their reasonin+. @e(t, instruct students to find mFAB and mBIF and ma'e a con9ecture . <a&e students pro&e this con9ecture about the relationship between mFAB and mBIF and consider all three cases: the center of the circle lies on the side of the an+le, the center of the circle is in the interior of the an+le, and the center of the circle is in the e(terior of the an+le. )s' students to in&esti+ate the measure of an an+le inscribed in a semicircle, and the measures of the an+les in a 2uadrilateral inscribed in a circle. The theorems students should de&elop in this acti&ity are: If an an+le is inscribed in a circle, then the measure of the an+le e2uals one-half the measure of its intercepted arc .or the measure of the intercepted arc is twice the measure of the inscribed an+le/. If an inscribed an+le intercepts a semicircle, the an+le is a ri+ht an+le. If a 2uadrilateral is inscribed in a circle, then its opposite an+les are supplementary. &cti+ity 11: Tangents and %ecants 6G34: 137 Materials ist: Tan+ents and Secants 5 M, compass, pencil, paper, strai+hted+e, information on satellites 1ro&ide students with copies of the Tan+ents and Secants 5 M. >se the 5 M to discuss the three theorems listed below: 3. If a tan+ent and a secant intersect at a point on a circle, then the measure of each an+le formed is half of the measure of its intercepted arc. #. If two secants intersect in the interior of a circle, then the measure of each an+le is half the sum of the measures of the arcs intercepted by the an+le and its &ertical an+le. ;. If a tan+ent and a secant, two tan+ents, or two secants intersect in the e(terior of a circle, then the measure of the an+le formed is half the difference of the measures of the intercepted arcs. Throu+hout the discussion, ha&e students write down the relationships formed by each pair of intersectin+ lines.
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The first theorem is based solely on the inscribed an+les discussed in )cti&ity 3$. To help illustrate the second theorem, ha&e students use a compass to draw a circle of any radius and choose any point on the interior of the circle .not the center/ and label it ,. Then, usin+ draw two secants that intersect at ,. abel one secant su u ra strai+hted+e, ha&e students su u r as WB and the other secant as OP . abel P,B as 3 . @e(t ha&e them draw OB and label ,BO as # and ,OB as ; . Students should see that # and ; are 3 3 inscribed an+les so m# = mWO and m; = mPB . ead the students in a discussion # # about why m3 = m# + m; and help them write an e2uation based on that understandin+. Students should be able to understand the second theorem with this illustration. 1ro&ide students with information about +eostationary satellites and their orbits. ,eostationary satellites mo&e in a circular orbit about #4,$$$ miles abo&e the "arths center. Cor a satellite whose orbit is directly o&er the e2uator, ha&e students determine the measure of the arc alon+ the e2uator that is D&isibleE to the satellite when +i&en the measure of the e(terior an+le formed by the two tan+ent lines drawn from the satellite to the earth. Cor a satellite that is #4,$$$ miles from "arths center, the an+le formed by two tan+ent lines measures appro(imately 3=.= . )s' students to apply the third theorem to find the measure of the re2uired arc. @e(t, pro&ide students with an arc measure alon+ "arths e2uator that is less than 3 # of "arths circumference .so that they ha&e two secant lines intersectin+ at the satellites location/. <a&e students determine the measure of an an+le of &iew of the satellite.
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&cti+ity 12: -ntersecting C ords and %ecants 6G34: 137 Materials ist: drawin+ pro+ram, pencil, paper <a&e students use a drawin+ pro+ram such as The #eometer8s S etchpadK to construct two intersectin+ chords, two intersectin+ secants, or a tan+ent and secant for a circle. These three cases are the basis of the 1ower of a 1oint theorem. When point 1 lies inside the circle, the theorem is called the Intersectin+ 8hords theoremK when point 1 lies outside the circle, the theorem is called the Intersectin+ Secants theorem. Students should first pro&e that there are two similar trian+les created if additional se+ments are added. VA)B : VC)I , in each case in the dia+rams pro&ided below, are the similar trian+les. Nnce the similarity of the trian+les is established, then students should be able to write the proportion
A) C)
B) I)
, which is e2ui&alent to the statement of
the theorem: )1_!1 P 51_81. *ote that in the case of the tangent$ points A and I coincide and are the same point0
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&cti+ity 13: %urface &rea of a %p ere 6G34: !7 Materials ist: Surface )rea of a Sphere 5 M, small spheres, wrappin+ paper, pencil, paper, scissors, tape <ere is a concrete way to show students why the surface area of a sphere formula is 7 r # . Students should already understand that the surface area of an ob9ect can be represented by how much wrappin+ paper it would ta'e to co&er it. )s' them to picture a sphere .a balloon or ball/ and a piece of paper that is cut as wide as its diameter and as lon+ as its circumference.
If the ball were wrapped with the paper, the paper would co&er the entire sphere e(cept for all the o&erlaps .which would fit into the +aps if they were cut out/. If possible, pro&ide each student with a small sphere such as a tennis ball, softball, or +olf ball. <a&e each student cut a rectan+le from wrappin+ paper that will match the specifications listed for his/her ball and then test the concept. ead students throu+h the al+ebraic de&elopment of the formula for the surface area of a sphere usin+ this model as a startin+ point. The formula for the surface area of the paper is en+th width which can be written as circumference diameter This is easily understood by loo'in+ at the picture abo&e. @ow substitute formulas we 'now:
C = # r and d = #r
Cd # r #r is e2ual to the surface area 7 r #
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1ro&ide practical applications problems which re2uire the use of the surface area of a sphere for students to wor'. &cti+ity 1": %urface &rea and (olume of %p eres 6G34s: !' 1,7 Materials ist: Internet access for research, paper, pencil, scissors, tape, centimeter or inch cubes, se&eral types of balls Spherical balls are used in many sports .e.+., +olf, soccer, baseball, bas'etball/. <a&e students research the &arious dimensions for selected balls either by searchin+ the Internet or chec'in+ the si0es of &arious balls at the store. Students will then create a circle on paper that represents a +reat circle associated with the sphere .ball/. >sin+ the circle pattern, ha&e students cut the circle into fractional sectors, each of which represents 3 of the circle. @e(t, ha&e students Dco&erE a 2uarter of the sphere .ball/ with these * sectors. Students will then ma'e a con9ecture about the surface area formula for a sphere. To conceptuali0e the &olume formula, ha&e students use centimeter or inch cubes and create a lar+e cube that appro(imates the si0e of the ball. Collowin+ the de&elopment of the formulas, pro&ide students with se&eral types of balls .e.+., baseball, +olf ball, bas'etball, soccer ball, tennis ball, etc./. Wor'in+ in +roups, students will determine the surface areas and &olumes for each type of ball by first ma'in+ appropriate measurements and then usin+ those measurements in the correct formula. %ample &ssessments General &ssessments The student will complete entries in their learning logs for this unit. Topics could include: o "(plain why the formula for the surface area of a sphere is 7 r # based on the acti&ity performed in class. o "(plain the differences between the secant of a circle and the tan+ent of a circle. o VABC is inscribed in a circle so that BC is the diameter. What type of trian+le is VABC : "(plain your reasonin+. The student will find pictures in ma+a0ines or newspapers of dia+rams that show tan+ents, secants, and chords. The student will e(plain what the picture is and why it represents the term they are definin+. These pictures could be included in a portfolio.
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The student will construct &arious circles with different areas. The student will construct specified inscribed an+les, arcs of +i&en measures, secants, and tan+ents.
&cti+ity2%pecific &ssessments )cti&ity ;: The student will create a dartboard +ame usin+ area properties of circles or other fi+ures. The student will determine the probabilities in&ol&ed with the +ame and then play the +ames to determine the e(perimental probability. )cti&ity %: The student will find e(amples of circle +raphs in ma+a0ines or newspapers. <e/she will write a para+raph that describes the information presented in the +raph and find the measures of the central an+les based on the information pro&ided in the +raph. <e/she will determine if the +raph has been constructed correctly. )cti&ity 37: The student will: 3. Cind the &olume of a tennis ball can. The student will either ta'e measurements from an actual can or the information will be pro&ided in a dia+ram. #. )ssumin+ that the tennis balls are ti+htly pac'ed, find the total &olume of the three tennis balls. ;. !etermine the percenta+e of the &olume of the can ta'en up by the tennis balls. 7. !etermine the &olume of sand needed if sand is poured to fill the remainin+ air space in the can. %. 8alculate the percenta+e of the cans &olume ta'en up by the sand if one of the tennis balls is remo&ed and sand is poured in to replace it.
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Geometry Unit ): Transformations Time 1rame: )ppro(imately two wee's Unit .escription This unit pro&ides a deeper mathematical understandin+ and 9ustifications for transformations that students ha&e seen in pre&ious +rades. The focus is pro&idin+ 9ustifications for the con+ruence and similarity relationships associated with translations, reflections, rotations, and dilations .centered at the ori+in/. %tudent Understandings Students determine what transformations ha&e been performed on a fi+ure and can determine a composition of transformations that can be performed to mimic other transformations li'e rotations. They are also able to find new coordinates for transformations without actually performin+ the indicated transformation. Guiding #uestions 3. 8an students find transformations and mappin+s that relate one con+ruent fi+ure in the plane to another: #. 8an students pro&ide an ar+ument for the preser&ation of measures of fi+ures under reflections, translations, and rotations: ;. 8an students find the dilation .enlar+ement or reduction/, centered at the ori+in, of a specified fi+ure in the plane and relate it to a similarity mappin+: 7. 8an students perform a composition of transformations and e(plain its relationship to sin+le transformations or other compositions that produce the same ima+e:
,eometry>nit *Transformations
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Unit ) Grade23e+el 45pectations 6G34s7 G34 8 G34 Te5t and 9enc mar:s Geometry 37. !e&elop and apply coordinate rules for translations and reflections of +eometric fi+ures .,-;-</ 3%. !raw or use other methods, includin+ technolo+y, to illustrate dilations of +eometric fi+ures .,-;-</ 3=. 8ompare and contrast inducti&e and deducti&e reasonin+ approaches to 9ustify con9ectures and sol&e problems .,-7-</ .,-4-</ 36. !e&elop formal and informal proofs .e.+., 1ytha+orean theorem, flow charts, para+raphs/ .,-4-</ %ample &cti+ities &cti+ity 1: Understanding Congruence' %imilarity' and %ymmetry Using Transformations and -nteracti+e 1igures: (isuali<ing Transformations 6Using Tec nology7 6G34: 1"7 Materials ist: pencil, paper, Internet access 5e+in by usin+ student ?uestions for purposeful learning !SM)L" .&iew literacy strate+y descriptions/. To implement this strate+y, de&elop a thou+ht pro&o'in+ statement related to the topic about to be discussed. The statement does not ha&e to be factually true, but it should +enerate some le&el of curiosity for the students. Cor this acti&ity, pose the statement, D)ll transformations are con+ruence transformations.E This statement can be written on the board, pro9ected on the o&erhead, or stated orally for the students to write in their noteboo's. )llow the students to ponder the statement for a moment and as' them to thin' of some 2uestions they mi+ht ha&e, related to the statement. )fter a minute or two, ha&e students pair up and +enerate two or three 2uestions they would li'e to ha&e answered that relate to the statement. When all of the pairs ha&e de&eloped their 2uestions, ha&e one member from each pair share their 2uestions with the class. )s the 2uestions are read aloud write them on the board or o&erhead. Students should also copy these in their noteboo's. When 2uestions are repeated or are &ery similar to others which ha&e already been posed, those 2uestions should be starred or hi+hli+hted in some way. Nnce all of the students 2uestions ha&e been shared, loo' o&er the list and determine if additional 2uestions should be added. The list should include the followin+ 2uestions: What is a transformation: What types of transformations are there: What does the phrase Dcon+ruence transformationsE mean: <ow do we 'now if two fi+ures are con+ruent: )t this point, be sure the students ha&e copied all of the 2uestions in their noteboo's and continue with the lesson as follows. Tell the students to pay attention as the material is ,eometry>nit *Transformations 6%
presented to find the answers to the 2uestions posted on the board focusin+ on those 2uestions which ha&e been starred or hi+hli+hted. Students should refer bac' to these 2uestions throu+hout the entire unit as all 2uestions will not be completely answered until the end of the unit. The website, http://standards.nctm.or+/document/ee(amples/chap4/4.7/, allows students to &isuali0e transformations and compositions of transformations, while wor'in+ interacti&ely with &arious +eometric fi+ures. Students e(plore the effects of applyin+ reflections, translations, and rotations to any one of three shapes. 1eriodically stop throu+hout the lesson to allow the student pairs to discuss which 2uestions ha&e been answered from the list. )s' 2uestions, such as D<ow does the ori+inal shape compare to the shape after the transformation:E and DWhat is the effect of the transformation on the side len+ths and an+le measures of the ori+inal shape:E Students should be+in to reali0e that reflections, translations, and rotations do not chan+e the si0e or shape of the fi+ures they use which means they are con+ruence transformations. This e(ploration may be followed with a whole class discussion so all students are sure to ha&e the correct answers to each 2uestion. This concept will be reinforced in the followin+ acti&ities. &cti+ity 2: & 9asic 3oo: at Transformations 6G34: 1"7 Materials ist: +raph paper, pencil, paper, ruler, protractor 1ro&ide students with a sheet of +raph paper with the four 2uadrants mar'ed. In Wuadrant 3, ha&e students construct a poly+on by pro&idin+ a set of coordinates for the &ertices. @e(t, instruct students to perform &arious translations and reflections of the shape. <a&e students de&elop a series of translations or reflections that combine to produce the ori+inal shape in its ori+inal location. )fter each transformation, ha&e students determine the &ertices of the transformed poly+on.. To conclude the acti&ity, ha&e students pair up and loo' for patterns in the coordinates for each type of transformation. Cor e(ample, each time the poly+on is reflected o&er the .-a(is, each &erte( will ha&e the same .coordinate as the ori+inal, but the y-coordinates will be the opposites of the ori+inal. Cor a poly+on that has been reflected o&er the y-a(is, students should be able to identify that the .-coordinate of each &erte( of the transformed fi+ure is the opposite of the ori+inal while the y-coordinate is the same as the ori+inal. Cor any translations, students should be+in to see that the number of units a fi+ure is mo&ed left or ri+ht can be added/subtracted from the ori+inal .-coordinate, and the number of units a fi+ure is mo&ed up or down can be added/subtracted from the ori+inal .-coordinate. ead a whole class discussion to ha&e students ma'e con9ectures about the DrulesE for the transformations. >se these con9ectures as bac'+round for )cti&ities ; and %.
64
&cti+ity 3: Understanding Reflections 6G34: 1"7 Materials ist: pictures of reflections, pencil, paper, strai+hted+e ,i&e students pictures of &arious reflections usin+ the .-a(is, y-a(is, the ori+in, and the line y P .. <a&e students de&elop a chart that names the type of reflection, the chan+e of the ori+inal to the ima+e, a statement about how to find the coordinates of the ima+e, and a numerical e(ample in the coordinate plane. Cor e(ample, a chart mi+ht loo' li'e the followin+: ?eflection Nri+inal to ima+e Statement "(ample 1ro&ide students with multiple e(amples for &arious different fi+ures with different properties to complete this chart. @e(t, pro&ide students with coordinates of a fi+ure and ha&e them determine the coordinates of the ima+e points for a +i&en reflection without +raphin+ any of the points. )llow students to use the chart to determine what the coordinates of the ima+e points should be. )fter they ha&e identified the new coordinates for each reflection, ha&e them +raph their ori+inal ima+es and the reflected ima+es to chec' their wor'. <a&e students compare the len+ths of the sides of the poly+ons as well as the measures of the an+les of the poly+ons. ead a brief discussion to determine if a reflection represents a con+ruence transformation. 5e sure to ha&e students refer to the 2uestions posed in )cti&ity 3 to be sure all answers are complete. <a&e students refer bac' to their con9ectures about .-a(is and y-a(is reflections in )cti&ity # to &erify or chan+e their con9ectures. &cti+ity ": Understanding Rotations 6G34: 1"7 Materials ist: ima+e on a coordinate plane, pencil, paper, strai+hted+e Teacher *ote/ While #L9 45 does not refer to rotations$ rotations are tested on the #99&40 This activity will also serve as a precursor to the #L9s for grades 44 and 4&0 ,i&e students a pre-ima+e on the coordinate plane with the &ertices labeled. <a&e students ma'e a chart li'e the one below and rotate the pre-ima+e 6$V, 3*$V, #=$V, and ;4$V usin+ the ori+in as the center of rotation. They should record the new coordinates each time and then +raph the new ima+es. Briginal .a$+/ .c$d/ *,V 1),V 2!,V 3$,V N&er .-a(is .a, b/ `.a, -b/ Multiply ycoordinate by [3 N&er y-a(is .a, b/ `.-a, b/ )round Nri+in .a, b/ `.-a, -b/ N&er y D . .a, b/ `.b, a/
6=
.e$f/ .g$h/ ..$y/ )fter drawin+ the new fi+ures, ha&e students analy0e the coordinates to determine a pattern of chan+es in coordinates. 1ro&ide opportunities to practice performin+ rotations both with and without this chart on the coordinate plane. <a&e students compare the len+ths of the sides of the poly+on as well as the measures of the an+les of the poly+on. ead a brief discussion to determine whether a rotation represents a con+ruence transformation. 5e sure to ha&e students refer to the 2uestions posed in )cti&ity 3 to be sure all answers are complete. &cti+ity 5: %lide -tC 6G34: 1"7 Materials ist: poly+ons on a coordinate plane, pencil, paper, strai+hted+e, learnin+ lo+ 1ro&ide students with dia+rams showin+ &arious poly+ons on a coordinate plane. ,i&e specific instructions about the directions in which to mo&e the fi+ure .; units up and 7 units ri+ht, # units down and 7 units left, etc/. <a&e students record the ori+inal and new coordinates of the &ertices and analy0e the results. ead a discussion to summari0e how the .-coordinate is affected when a point is translated left/ri+ht, and how it is affected if the point is mo&ed up/down. <a&e similar discussion about the chan+e in the ycoordinate when the point is mo&ed left/ri+ht and up/down. )ssumin+ that a represents a hori0ontal translation and + represents a &ertical translation, the effect of the translation is point .(,y/ .(La, yLb/. 1ro&ide the opportunity for students to draw a translation that mo&es in the same direction as a +i&en &ector. The &ector may be already drawn on the coordinate plane so that students can identify the number of units to mo&e. )+ain, they should analy0e their ordered pairs and determine if the pattern is still true. <a&e students compare the len+ths of the sides of the poly+on as well as the measures of the an+les of the poly+on. ead a brief discussion to determine whether a translation represents a con+ruence transformation. 5e sure to ha&e students refer to the 2uestions posed in )cti&ity 3 to be sure all answers are complete. <a&e students refer bac' to their con9ectures about translations in )cti&ity # to &erify or chan+e their con9ecture. To end this acti&ity, ha&e students create an entry in their math learning logs .&iew literacy strate+y descriptions/. 1resent the followin+ prompt: "(plain how you could determine the new coordinates of the &ertices of a poly+on if it were reflected, rotated, or translated without +raphin+ the transformations on the poly+on. 5e sure to e(plain your reasonin+ for each transformation to be performed.
6*
The students responses should reflect an ability to apply the coordinate rules de&eloped in )cti&ities ;, 7, and %. ) learning log is typically a noteboo' students 'eep in order to record their ideas, 2uestions, and new understandin+s. Students should 'eep this as a separate noteboo' or as a separate section in their binders. Students should use their math learning log other times in class, in addition to those listed throu+hout the curriculum to pro&ide opportunities to assess understandin+. &cti+ity $: ;agnify -tC 6G34: 157 Materials ist: fi+ure +raphed in a coordinate plane, pencil, paper, drawin+ pro+ram <a&e students wor' in +roups of two to de&elop a specific dilation of a fi+ure that has been +raphed in the plane. Cirst, ha&e them create a dilation that is 3.% times the si0e of the ori+inal fi+ure. @e(t, instruct students to create a dilation that is .=% times the si0e of the ori+inal fi+ure. 5e sure to instruct students to specify the coordinates of the dilated fi+ures. If a&ailable, use The #eometer8s S etchpadK or other drawin+ pro+ram to perform dilations. <a&e students ma'e statements about the similarity of the ori+inal fi+ure and its dilation, and determine the attributes of the ori+inal fi+ure that remain unchan+ed after the dilation is performed. Students should reco+ni0e that dilation is not a con+ruence transformationK howe&er, the fi+ures are similar. <a&e students refer to the 2uestions from )cti&ity 3 to be sure all answers are complete. &cti+ity !: ;a:e a Con?ecture and Pro+e -tC 6G34s: 1"' 15' 1!' 1*7 Materials ist: drawin+ pro+ram, pencil, paper, dia+rams of transformed ima+es >sin+ a +eometry software pac'a+e such as The #eometer8s S etchpadK, ha&e students create se&eral translations, reflections, rotations, or dilations and combinations of these, and then e(amine the properties of the transformed fi+ures compared to ori+inal fi+ures. >sin+ these inspections, ha&e students ma'e con9ectures about the effects of these transformations includin+ con9ectures concernin+ con+ruence and similarity. Instruct students to pro&e their con9ectures. Cor e(ample, D)re any of the combinations of transformations the same as a sin+le type of transformation: )re transformations commutati&e, that is, can the order of two transformations be chan+ed and +et the same result:E )llow students to use inducti&e and deducti&e reasonin+ while comparin+ con9ectures and accompanyin+ proofs. To enhance student understandin+, ha&e students be+in by reflectin+ their fi+ures o&er two parallel lines and compare this with a translation. @e(t, ha&e students reflect their fi+ures o&er a pair of intersectin+ lines .e.+., the .- and y-a(es/ and compare this with a rotation. 5e sure to ha&e students perform this acti&ity throu+h se&eral iterations. "ach iteration should focus on a specific set of combined transformations. )s an alternati&e, pro&ide students
66
with a pre-ima+e and an ima+e in the coordinate plane with &ertices labeled and re2uire students to determine the transformation or set of transformations that produced the ima+e. %ample &ssessments General &ssessments 1ro&ide the student with a poly+on in the coordinate plane and instruct the student to perform &arious transformations on it. The student will in&esti+ate the transformations that are used in a board +ame, such as Dchec'ersE or Dchess.E The student will create a portfolio containin+ samples of wor' from the acti&ities. 1ortfolio entries will include copies of the transformations performed in class with e(planations about the procedures used to complete the transformation. The student will write entries in his/her learning log that are +raded. Topics mi+ht include: o Which transformations produce con+ruent fi+ures: Why are these fi+ures con+ruent to their ori+inals: o <ow would you define the words reflection, rotation, translation, and dilation: )re your definitions of these words different from your pre&ious definitions since the completion of this unit: .This learning log would be posed twice: the first time, only the first 2uestion would be as'ed, and would be posed before the unitK the second time would be after the unit and both 2uestions would be as'ed./ The student will create a DTransformation )lbum.E <e/she will create a fi+ure and perform at least one of each of the different transformations on the fi+ure in the coordinate plane. )ssess the wor' based on the accuracy of the transformations.
&cti+ity2%pecific &ssessments )cti&ity ;: )s' the student to demonstrate his/her ability to do the followin+: 3. ,i&en A.-#,;/, B.-%,=/, and C.-3, 3$/, +raph trian+le ABC. #. ?eflect trian+le ABC o&er the .-a(is. abel the ima+e as A8B8C8. ;. Cind the area of trian+le A8B8C8. 7. "(plain how the area of trian+le A8B8C8 compares to the area of trian+le ABC. )cti&ity 7: 1ro&ide the student with the coordinates of an ima+e that has already been rotated 6$V, 3*$V, or #=$V. The student will find the coordinates
3$$
of the pre-ima+e usin+ either the coordinate plane or the chart de&eloped in this acti&ity. )cti&ity *: The student will desi+n a tessellation usin+ reflections, rotations, or translations. If materials are a&ailable, the student will transfer the desi+n to a cloth s2uare in order to ma'e a class 2uilt. This can be done usin+ special crayons which can be found in some school and/or art supply stores.
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01 Geometry

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01 Geometry

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Geometry

Louisiana Comprehensive Curriculum$ %evised &''(

,eometry>nit 3,eometric 1atterns and ?easonin+

Louisiana Comprehensive Curriculum$ %evised &''(

,eometry>nit 3,eometric 1atterns and ?easonin+

Louisiana Comprehensive Curriculum$ %evised &''(

,eometry>nit 3,eometric 1atterns and ?easonin+

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,eometry>nit 3,eometric 1atterns and ?easonin+

Louisiana Comprehensive Curriculum$ %evised &''(

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,eometry>nit 3,eometric 1atterns and ?easonin+

Louisiana Comprehensive Curriculum$ %evised &''(

Louisiana Comprehensive Curriculum$ %evised &''(

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,eometry>nit 3,eometric 1atterns and ?easonin+

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,eometry>nit ;1arallel and 1erpendicular ?elationships

,eometry>nit ;1arallel and 1erpendicular ?elationships

,eometry>nit ;1arallel and 1erpendicular ?elationships

,eometry>nit ;1arallel and 1erpendicular ?elationships

,eometry>nit ;1arallel and 1erpendicular ?elationships

,eometry>nit ;1arallel and 1erpendicular ?elationships

,eometry>nit ;1arallel and 1erpendicular ?elationships

,eometry>nit 7Trian+les and Wuadrilaterals

,eometry >nit 7Trian+les and Wuadrilaterals

,eometry>nit 7Trian+les and Wuadrilaterals

,eometry>nit 7Trian+les and Wuadrilaterals

,eometry>nit 7Trian+les and Wuadrilaterals