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behaviour of angles in circles. It contains SIX (6) activities which are relatively straightforward.
Set 2 contains SEVEN (7) activities which are more complex in nature and more suitable for
more able students.
These tasks are designed to provide dynamic support to the teaching of these important
geometric concepts. Students are required to complete a number of constructions, and then
complete a series of measurements of key features of these constructions. Because the
construction can be altered, and the properties remain unaltered, this is a powerful way of
convincing students that the key properties hold under virtually all circumstances.
We are taking advantage of a feature of Sketchpad that is similar to Excel spreadsheets – the
combining of a number of pages within a single workbook. The first activity that students must
complete is the setting of the workbook with a large number of pages. Individual tasks, or parts
of tasks, are then completed on each page.
1. Click on The Geometer’s Sketchpad icon in the dock to start the program.
2. On the FILE Menu, select SAVE. Name it (initial)(surname)(form).
3. On the FILE Menu, select DOCUMENT OPTIONS. In the window that opens, enter “T1” for
the PAGE NAME and click on the SHOW PAGE TABS button.
4. Click on the ADD PAGE bar, and select BLANK PAGE. Name this new page T2. (Note that
you can now see tabs for T1A and T2 at the bottom of the worksheet.)
5. Repeat step 4. to add pages labeled T3, T4, T5 and T6 in that order to your workbook.
6. Now click OK.
7. On the FILE Menu, select SAVE to save your workbook.
Page 1 of 3
SUGGESTED SOLUTIONS
Tasks 1, 2, 3 and 6 can be assessed on the work presented on the Answer Sheet.
Tasks 4 and 5 will need to be assessed electronically by examining and testing the completed
construction(s), and ensuring that the procedure is accurately recorded on the Answer Sheet.
This could be done in class (if time permits).
The classic “butterfly” construction figure is an easy straightforward task to start with.
Answers :
a) Students will have different values.
b) ∠AMB = ∠ANB
c) Move A or B, and the measured angle values change
Move M or N, and the measured values do NOT change
This task and its followup carry through this concept quite powerfully.
Answers :
a) ∠ACB = 90˚
b) It is a RIGHT angle
c) The values does NOT change
d) The vertex at which the right angle of the triangle is located lies on the circumference of
the circle. Since the hypotenuse is acting as a diameter, it is illustrating the same feature
in another way, that the angle in a semicircle is a right angle.
Page 2 of 3
TASK 4 CYCLIC QUADRILATERAL
Ask students to calculate the values of various pairs of the quadrilateral angles. They should
soon note that the opposite measures sum to 180˚.
A quite complex construction which illustrates the key points about this aspect of Geometry.
Rounding off errors with the program may not always give identical angle values.
Answers :
a) Students will have different values.
b) All pairs are IDENTICAL in value.
c) A tangent is a line which touches a circle, and meets a radius at right angles.
Page 3 of 3