CLASSIFIED NOMENCLATURE: THE FORMATION OF REGIONS - SIMPLE CLOSED CURVE FIGURES AND POLYGONS
|
|
|
- Joella Wheeler
- 7 years ago
- Views:
Transcription
1 CLASSIFIED NOMENCLATURE: THE FORMATION OF REGIONS - SIMPLE CLOSED CURVE FIGURES AND POLYGONS Material: Geometry Stick Box and Board A piece of string Paper and scissors Paper labels and pencil Presentation: Formation of Regions 1. Have the children take two sticks and fasten them together. 2. Cut a closed curved figure from the piece of paper. 3. Have the children take a third stick to attach to the two sticks. 4. Place the string on the Board. 5. What does this string represent? A curved line. 6. What do your sticks represent? Broken straight lines. 7. Move the string to form a closed figure. 8. When we close this curved line, we have created a surface or region. 9. Close the broken lines to form a surface or region. 10. In geometry, we have two types of figures: simple closed curve regions and polygons. Montessori Research and Development
2 Formation of Polygons 11. Take one of your sticks and form a region. Impossible. 12. Take two of your sticks and form a region. Impossible. 13. Take all three of the sticks that you have and form a region. Possible. A triangle is formed which is the simplest polygon. 14. Continue to have the children form polygons. Each child may have a different number of sticks to form a different polygon: 4 sticks quadrilateral 5 sticks pentagon 6 sticks hexagon 7 sticks heptagon 8 sticks octagon 9 sticks nonagon 10 sticks decagon 15. The ending gon means sides in Greek. Poly means many. 16. Allow the children to draw and label simple closed curved figures and polygons in their geometry notebook. Follow-Up Activities: 17. Allow the children to draw and label simple closed curved figures and polygons in their geometry notebook. 18. Individually and in pairs, the children review the nomenclature cards. Point of Interest/Discussion: Montessori Research and Development
3 CLASSIFIED NOMENCLATURE: STUDY OF THE TRIANGLE Material: Triangles from the Geometry Cabinet Parts of the Triangle nomenclature Presentation: 1. Select a triangle from the Geometric Cabinet. 2. Indicate the surface or region of the triangle. 3. The internal part of the triangle limited by the three line segments is called the region or surface. Discuss. 4. These three line segments joined together are called the perimeter of the triangle. The word perimeter comes from the Greek meaning meter, to measure and peri, around. 5. Write this information on paper labels: meter: peri: to measure around 6. Indicate the line segments. 7. Each line segment represents a side of the triangle. How many sides are there? Three. Discuss. 8. Does the triangle have a base? Any of the sides of the triangle may serve as the base. Discuss. 9. What is the space at which the sides meet? Angle. Discuss. 10. What is the point at which the sides meet? Vertex. Discuss. Montessori Research and Development
4 11. Allow several children to select each of the triangles in the Geometric Cabinet. Each group discusses the parts of the triangle. 12. Allow several children to draw and label triangles in their geometry notebook. Follow-Up Activites: 13. Allow the children to draw and label triangles in their geometry notebook. 14. Individually and in pairs, the children review the nomenclature cards. Point of Interest/Discussion: Montessori Research and Development
5 CLASSIFIED NOMENCLATURE: STUDY OF TRIANGLES ACCORDING TO SIDES Material: Geometry Stick Box and Board Paper labels Presentation: 1. Allow each child to select three sticks of different lengths from the Geometry Stick Box. 2. Have the children form a triangle. 3. Allow each child to select another three sticks with two sticks of the same length. 4. Have the children form a triangle. 5. Allow each child to select another three sticks with all sticks of the same length. 6. Have the children form a triangle. 7. Discuss the names of triangles with: No sides the same length: Two sides the same length: Three sides the same length: scalene triangle isosceles triangle equilateral triangle Montessori Research and Development
6 Lengths of the Sides of a Triangle: 8. Allow the children to experiment with the forming of triangles that are scalene and isosceles. 9. As the children make scalene and isosceles triangles categorize the triangles. Impossible: Limited: Possible: 10. Allow the children to generate rules: No triangle is formed: Impossible: Two sticks together are shorter than the third stick. No triangle is formed. An open figure is created. Limited: Two sticks together equal the length of the third stick. A degenerate triangle is formed. The superimposed sides create endpoints. Triangle is formed: Possible: Two sticks together are longer than the third stick. A triangle is formed. Follow-Up Activities: 11. Allow the children to draw, measure, and label triangles in their Geoemtry notebook. 12. Individually and in pairs, the children review the nomenclature cards. Point of Interest/Discussion: Montessori Research and Development
7 Drawing: Type of Triangle: Scalene Isosceles Calculations: Long side Sum of two shorter sides cm. = cm. Conclusion: Impossible Case = Limited Case Possible Case Drawing: Type of Triangle: Scalene Isosceles Calculations: Long side Sum of two shorter sides cm. = cm. Conclusion: Impossible Case = Limited Case Possible Case Montessori Research and Development
8 CLASSIFIED NOMENCLATURE: STUDY OF TRIANGLES ACCORDING TO ANGLES Material: Geometry Stick Box and Board Paper labels Geometric Cabinet: Triangle Drawer with Seventh Triangle Presentation: The Right Triangle 1. Allow each child to select two sticks. 2. Have the children form a right triangle with the two sticks. 3. Verify the right angle by using the measuring angle. 4. Allow each child to select a third stick which will connect the other two sticks to form a right triangle. 5. Note that the right triangle has one right angle. 6. Allow the children to explain why a right triangle has only one right angle. 7. Allow the children to experiment in an attempt to construct a triangle with two right angles. Presentation: The Obtuse Triangle 1. Allow each child to select two sticks. 2. Have the children form an obtuse angle with the two sticks. 3. Verify the obtuse angle by using the measuring angle. 4. Allow each child to select a third stick which will connect the other two sticks to form an obtuse triangle. Montessori Research and Development
9 5. Note that the obtuse triangle has one obtuse angle. 6. Allow the children to explain why an obtuse triangle has only one obtuse angle. 7. Allow the children to experiment in an attempt to construct a triangle with two obtuse angles. Presentation: The Acute Triangle 1. Allow each child to select two sticks. 2. Have the children form an acute angle with the two sticks. 3. Verify the acute angle by using the measuring angle. 4. Allow each child to select a third stick which will connect the other two sticks to form an acute triangle. 5. Note that the acute triangle has three acute angles. 6. Allow the children to explain why an acute triangle has three acute angles. 7. Allow the children to experiment in an attempt to construct an acute triangle without three acute angles. Montessori Research and Development
10 CLASSIFIED NOMENCLATURE: STUDY OF TRIANGLES ACCORDING TO ANGLES AND SIDES Material: Geometry Stick Box and Board Paper labels Geometric Cabinet: Triangle Drawer with Seventh Triangle Presentation: 1. Examine each of the seven triangles and name each in terms of its sides. There are three (3) scalene, three (3) isosceles, and one (1) equilateral. 2. Examine each of the seven triangles and name each in terms of its angles. There are three (3) acute, two (2) obtuse, and two (2) right. 3. Triangles are named for both their sides and their angles. Examine the triangles in the Geometric Cabinet and name each by its angle(s) and its sides: 1. right-angled scalene 2. right-angled isosceles 3. obtuse-angled scalene 4. obtuse-angled isosceles 5. acute-angled scalene 6. acute-angled isosceles 7. acute-angled equilateral (conventionally the acute-angled is not stated) 4. There are seven (7) possible triangles. Montessori Research and Development
Target To know the properties of a rectangle
Target To know the properties of a rectangle (1) A rectangle is a 3-D shape. (2) A rectangle is the same as an oblong. (3) A rectangle is a quadrilateral. (4) Rectangles have four equal sides. (5) Rectangles
11.3 Curves, Polygons and Symmetry
11.3 Curves, Polygons and Symmetry Polygons Simple Definition A shape is simple if it doesn t cross itself, except maybe at the endpoints. Closed Definition A shape is closed if the endpoints meet. Polygon
Geometry Progress Ladder
Geometry Progress Ladder Maths Makes Sense Foundation End-of-year objectives page 2 Maths Makes Sense 1 2 End-of-block objectives page 3 Maths Makes Sense 3 4 End-of-block objectives page 4 Maths Makes
Shapes & Designs Notes
Problem 1.1 Definitions: regular polygons - polygons in which all the side lengths and angles have the same measure edge - also referred to as the side of a figure tiling - covering a flat surface with
UNIT H1 Angles and Symmetry Activities
UNIT H1 Angles and Symmetry Activities Activities H1.1 Lines of Symmetry H1.2 Rotational and Line Symmetry H1.3 Symmetry of Regular Polygons H1.4 Interior Angles in Polygons Notes and Solutions (1 page)
Grade 3 Core Standard III Assessment
Grade 3 Core Standard III Assessment Geometry and Measurement Name: Date: 3.3.1 Identify right angles in two-dimensional shapes and determine if angles are greater than or less than a right angle (obtuse
Estimating Angle Measures
1 Estimating Angle Measures Compare and estimate angle measures. You will need a protractor. 1. Estimate the size of each angle. a) c) You can estimate the size of an angle by comparing it to an angle
SGS4.3 Stage 4 Space & Geometry Part A Activity 2-4
SGS4.3 Stage 4 Space & Geometry Part A Activity 2-4 Exploring triangles Resources required: Each pair students will need: 1 container (eg. a rectangular plastic takeaway container) 5 long pipe cleaners
Intermediate Math Circles October 10, 2012 Geometry I: Angles
Intermediate Math Circles October 10, 2012 Geometry I: Angles Over the next four weeks, we will look at several geometry topics. Some of the topics may be familiar to you while others, for most of you,
Grade 8 Mathematics Geometry: Lesson 2
Grade 8 Mathematics Geometry: Lesson 2 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside
Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons
Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons I. ABSTRACT This unit contains lessons that focus on geometric
Angles that are between parallel lines, but on opposite sides of a transversal.
GLOSSARY Appendix A Appendix A: Glossary Acute Angle An angle that measures less than 90. Acute Triangle Alternate Angles A triangle that has three acute angles. Angles that are between parallel lines,
Which two rectangles fit together, without overlapping, to make a square?
SHAPE level 4 questions 1. Here are six rectangles on a grid. A B C D E F Which two rectangles fit together, without overlapping, to make a square?... and... International School of Madrid 1 2. Emily has
Shape Dictionary YR to Y6
Shape Dictionary YR to Y6 Guidance Notes The terms in this dictionary are taken from the booklet Mathematical Vocabulary produced by the National Numeracy Strategy. Children need to understand and use
Chapter 8 Geometry We will discuss following concepts in this chapter.
Mat College Mathematics Updated on Nov 5, 009 Chapter 8 Geometry We will discuss following concepts in this chapter. Two Dimensional Geometry: Straight lines (parallel and perpendicular), Rays, Angles
Section 7.1 Solving Right Triangles
Section 7.1 Solving Right Triangles Note that a calculator will be needed for most of the problems we will do in class. Test problems will involve angles for which no calculator is needed (e.g., 30, 45,
Geometry of 2D Shapes
Name: Geometry of 2D Shapes Answer these questions in your class workbook: 1. Give the definitions of each of the following shapes and draw an example of each one: a) equilateral triangle b) isosceles
The Triangle and its Properties
THE TRINGLE ND ITS PROPERTIES 113 The Triangle and its Properties Chapter 6 6.1 INTRODUCTION triangle, you have seen, is a simple closed curve made of three line segments. It has three vertices, three
Unit 8 Angles, 2D and 3D shapes, perimeter and area
Unit 8 Angles, 2D and 3D shapes, perimeter and area Five daily lessons Year 6 Spring term Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to Page 111 the nearest
Line Segments, Rays, and Lines
HOME LINK Line Segments, Rays, and Lines Family Note Help your child match each name below with the correct drawing of a line, ray, or line segment. Then observe as your child uses a straightedge to draw
Which shapes make floor tilings?
Which shapes make floor tilings? Suppose you are trying to tile your bathroom floor. You are allowed to pick only one shape and size of tile. The tile has to be a regular polygon (meaning all the same
Classifying Lesson 1 Triangles
Classifying Lesson 1 acute angle congruent scalene Classifying VOCABULARY right angle isosceles Venn diagram obtuse angle equilateral You classify many things around you. For example, you might choose
2. If C is the midpoint of AB and B is the midpoint of AE, can you say that the measure of AC is 1/4 the measure of AE?
MATH 206 - Midterm Exam 2 Practice Exam Solutions 1. Show two rays in the same plane that intersect at more than one point. Rays AB and BA intersect at all points from A to B. 2. If C is the midpoint of
37 Basic Geometric Shapes and Figures
37 Basic Geometric Shapes and Figures In this section we discuss basic geometric shapes and figures such as points, lines, line segments, planes, angles, triangles, and quadrilaterals. The three pillars
Chapter 5.1 and 5.2 Triangles
Chapter 5.1 and 5.2 Triangles Students will classify triangles. Students will define and use the Angle Sum Theorem. A triangle is formed when three non-collinear points are connected by segments. Each
Exploring Geometric Figures Using Cabri Geometry II
Exploring Geometric Figures Using Cabri Geometry II Regular Polygons Developed by: Charles Bannister. Chambly County High School Linda Carre.. Chambly County High School Manon Charlebois Vaudreuil Catholic
Geometry: Classifying, Identifying, and Constructing Triangles
Geometry: Classifying, Identifying, and Constructing Triangles Lesson Objectives Teacher's Notes Lesson Notes 1) Identify acute, right, and obtuse triangles. 2) Identify scalene, isosceles, equilateral
of surface, 569-571, 576-577, 578-581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433
Absolute Value and arithmetic, 730-733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property
56 questions (multiple choice, check all that apply, and fill in the blank) The exam is worth 224 points.
6.1.1 Review: Semester Review Study Sheet Geometry Core Sem 2 (S2495808) Semester Exam Preparation Look back at the unit quizzes and diagnostics. Use the unit quizzes and diagnostics to determine which
Preparation Prepare a set of standard triangle shapes for each student. The shapes are found in the Guess My Rule Cards handout.
Classifying Triangles Student Probe How are triangles A, B, and C alike? How are triangles A, B, and C different? A B C Answer: They are alike because they each have 3 sides and 3 angles. They are different
Algebra Geometry Glossary. 90 angle
lgebra Geometry Glossary 1) acute angle an angle less than 90 acute angle 90 angle 2) acute triangle a triangle where all angles are less than 90 3) adjacent angles angles that share a common leg Example:
PERIMETER AND AREA. In this unit, we will develop and apply the formulas for the perimeter and area of various two-dimensional figures.
PERIMETER AND AREA In this unit, we will develop and apply the formulas for the perimeter and area of various two-dimensional figures. Perimeter Perimeter The perimeter of a polygon, denoted by P, is the
1. A student followed the given steps below to complete a construction. Which type of construction is best represented by the steps given above?
1. A student followed the given steps below to complete a construction. Step 1: Place the compass on one endpoint of the line segment. Step 2: Extend the compass from the chosen endpoint so that the width
numerical place value additional topics rounding off numbers power of numbers negative numbers addition with materials fundamentals
Math Scope & Sequence fundamentals number sense and numeration of the decimal system Count to 10 by units Associate number to numeral (1-10) KN 1 KN 1 KN 2 KN 2 Identify odd and even numbers/numerals and
The Mathematics of Tessellation 2000 Andrew Harris
The Mathematics of Tessellation 2000 ndrew Harris The Mathematics of Tessellation 1 2000 ndrew Harris ontents Defining Tessellation... 3 Tessellation within the Primary School urriculum... 3 Useful Vocabulary
Investigating Relationships of Area and Perimeter in Similar Polygons
Investigating Relationships of Area and Perimeter in Similar Polygons Lesson Summary: This lesson investigates the relationships between the area and perimeter of similar polygons using geometry software.
SA B 1 p where is the slant height of the pyramid. V 1 3 Bh. 3D Solids Pyramids and Cones. Surface Area and Volume of a Pyramid
Accelerated AAG 3D Solids Pyramids and Cones Name & Date Surface Area and Volume of a Pyramid The surface area of a regular pyramid is given by the formula SA B 1 p where is the slant height of the pyramid.
Final Review Geometry A Fall Semester
Final Review Geometry Fall Semester Multiple Response Identify one or more choices that best complete the statement or answer the question. 1. Which graph shows a triangle and its reflection image over
angle attribute Figure 1 4 right angles opposite sides parallel Lesson 14 5 Lesson 14 4 Vocab
Vocab angle attribute 006_055_G4_VisV_101741.indd Page F46 2/13/10 11:27:36 PM u-s014 /Volumes/114/GO00403/GO00403_Natl_Visual_Voca_Cards_G4%0 Figure 1 4 right angles opposite sides parallel endpoint hexagon
Area. Area Overview. Define: Area:
Define: Area: Area Overview Kite: Parallelogram: Rectangle: Rhombus: Square: Trapezoid: Postulates/Theorems: Every closed region has an area. If closed figures are congruent, then their areas are equal.
Angle - a figure formed by two rays or two line segments with a common endpoint called the vertex of the angle; angles are measured in degrees
Angle - a figure formed by two rays or two line segments with a common endpoint called the vertex of the angle; angles are measured in degrees Apex in a pyramid or cone, the vertex opposite the base; in
Problem of the Month: William s Polygons
Problem of the Month: William s Polygons The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common
Name: Chapter 4 Guided Notes: Congruent Triangles. Chapter Start Date: Chapter End Date: Test Day/Date: Geometry Fall Semester
Name: Chapter 4 Guided Notes: Congruent Triangles Chapter Start Date: Chapter End Date: Test Day/Date: Geometry Fall Semester CH. 4 Guided Notes, page 2 4.1 Apply Triangle Sum Properties triangle polygon
Mathematics Materials for Tomorrow s Teachers
M2T2 E 1 Geometry Mathematics Materials for Tomorrow s Teachers STATE GOAL 9: Use geometric methods to analyze, categorize, and draw conclusions about points, lines, planes, and space. Statement of Purpose:
Integrated Math Concepts Module 10. Properties of Polygons. Second Edition. Integrated Math Concepts. Solve Problems. Organize. Analyze. Model.
Solve Problems Analyze Organize Reason Integrated Math Concepts Model Measure Compute Communicate Integrated Math Concepts Module 1 Properties of Polygons Second Edition National PASS Center 26 National
Duplicating Segments and Angles
CONDENSED LESSON 3.1 Duplicating Segments and ngles In this lesson, you Learn what it means to create a geometric construction Duplicate a segment by using a straightedge and a compass and by using patty
NEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
Mathematics K 6 continuum of key ideas
Mathematics K 6 continuum of key ideas Number and Algebra Count forwards to 30 from a given number Count backwards from a given number in the range 0 to 20 Compare, order, read and represent to at least
2006 Geometry Form A Page 1
2006 Geometry Form Page 1 1. he hypotenuse of a right triangle is 12" long, and one of the acute angles measures 30 degrees. he length of the shorter leg must be: () 4 3 inches () 6 3 inches () 5 inches
(c) What is the value of the digit 3 in this number? [1] What is the difference in the place values of the digits 2 and 6 in
![(c) What is the value of the digit 3 in this number? [1] What is the difference in the place values of the digits 2 and 6 in](/thumbs/40/21071921.jpg "(c) What is the value of the digit 3 in this number? [1] What is the difference in the place values of the digits 2 and 6 in")
Assessment Test for Singapore Primary Mathematics 4A Standards Edition This test covers material taught in Primary Mathematics 4A Standards Edition (http://www.singaporemath.com/) 1. Consider the number
Basic Geometry Review For Trigonometry Students. 16 June 2010 Ventura College Mathematics Department 1
Basic Geometry Review For Trigonometry Students 16 June 2010 Ventura College Mathematics Department 1 Undefined Geometric Terms Point A Line AB Plane ABC 16 June 2010 Ventura College Mathematics Department
Lesson 1.1 Building Blocks of Geometry
Lesson 1.1 Building Blocks of Geometry For Exercises 1 7, complete each statement. S 3 cm. 1. The midpoint of Q is. N S Q 2. NQ. 3. nother name for NS is. 4. S is the of SQ. 5. is the midpoint of. 6. NS.
Level 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3
Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels
9 Area, Perimeter and Volume
9 Area, Perimeter and Volume 9.1 2-D Shapes The following table gives the names of some 2-D shapes. In this section we will consider the properties of some of these shapes. Rectangle All angles are right
Possible Stage Two Mathematics Test Topics
Possible Stage Two Mathematics Test Topics The Stage Two Mathematics Test questions are designed to be answerable by a good problem-solver with a strong mathematics background. It is based mainly on material
Geometry Chapter 1. 1.1 Point (pt) 1.1 Coplanar (1.1) 1.1 Space (1.1) 1.2 Line Segment (seg) 1.2 Measure of a Segment
Geometry Chapter 1 Section Term 1.1 Point (pt) Definition A location. It is drawn as a dot, and named with a capital letter. It has no shape or size. undefined term 1.1 Line A line is made up of points
Geometry and Measurement
The student will be able to: Geometry and Measurement 1. Demonstrate an understanding of the principles of geometry and measurement and operations using measurements Use the US system of measurement for
Geometry of Minerals
Geometry of Minerals Objectives Students will connect geometry and science Students will study 2 and 3 dimensional shapes Students will recognize numerical relationships and write algebraic expressions
GEOMETRY. Constructions OBJECTIVE #: G.CO.12
GEOMETRY Constructions OBJECTIVE #: G.CO.12 OBJECTIVE Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic
Tessellating with Regular Polygons
Tessellating with Regular Polygons You ve probably seen a floor tiled with square tiles. Squares make good tiles because they can cover a surface without any gaps or overlapping. This kind of tiling is
FORM 3 MATHEMATICS SCHEME C TIME: 30 minutes Non Calculator Paper INSTRUCTIONS TO CANDIDATES
DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION Department for Curriculum Management and elearning Educational Assessment Unit Annual Examinations for Secondary Schools 2011 C FORM 3 MATHEMATICS SCHEME
A summary of definitions, postulates, algebra rules, and theorems that are often used in geometry proofs:
summary of definitions, postulates, algebra rules, and theorems that are often used in geometry proofs: efinitions: efinition of mid-point and segment bisector M If a line intersects another line segment
Applications for Triangles
Not drawn to scale Applications for Triangles 1. 36 in. 40 in. 33 in. 1188 in. 2 69 in. 2 138 in. 2 1440 in. 2 2. 188 in. 2 278 in. 2 322 in. 2 none of these Find the area of a parallelogram with the given
Geometry Module 4 Unit 2 Practice Exam
Name: Class: Date: ID: A Geometry Module 4 Unit 2 Practice Exam Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Which diagram shows the most useful positioning
Geometry Course Summary Department: Math. Semester 1
Geometry Course Summary Department: Math Semester 1 Learning Objective #1 Geometry Basics Targets to Meet Learning Objective #1 Use inductive reasoning to make conclusions about mathematical patterns Give
Lesson 3.1 Duplicating Segments and Angles
Lesson 3.1 Duplicating Segments and ngles In Exercises 1 3, use the segments and angles below. Q R S 1. Using only a compass and straightedge, duplicate each segment and angle. There is an arc in each
Geometric Patterns. Introduction. Geometric Patterns 1 ~ Border Patterns. Geometric Patterns 2 ~ Tile Patterns
Geometric Patterns Geometric Patterns Introduction In working with shapes, whether mathematically or artistically, it is necessary to have a good feeling for how more complex shapes can be made from simpler
39 Symmetry of Plane Figures
39 Symmetry of Plane Figures In this section, we are interested in the symmetric properties of plane figures. By a symmetry of a plane figure we mean a motion of the plane that moves the figure so that
Conjectures for Geometry for Math 70 By I. L. Tse
Conjectures for Geometry for Math 70 By I. L. Tse Chapter Conjectures 1. Linear Pair Conjecture: If two angles form a linear pair, then the measure of the angles add up to 180. Vertical Angle Conjecture:
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
Santa Monica College COMPASS Geometry Sample Test MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Find the area of the shaded region. 1) 5 yd 6 yd
Chapter 3.1 Angles. Geometry. Objectives: Define what an angle is. Define the parts of an angle.
Chapter 3.1 Angles Define what an angle is. Define the parts of an angle. Recall our definition for a ray. A ray is a line segment with a definite starting point and extends into infinity in only one direction.
Pythagoras Theorem. Page I can... 1... identify and label right-angled triangles. 2... explain Pythagoras Theorem. 4... calculate the hypotenuse
Pythagoras Theorem Page I can... 1... identify and label right-angled triangles 2... eplain Pythagoras Theorem 4... calculate the hypotenuse 5... calculate a shorter side 6... determine whether a triangle
Grade 7 & 8 Math Circles Circles, Circles, Circles March 19/20, 2013
Faculty of Mathematics Waterloo, Ontario N2L 3G Introduction Grade 7 & 8 Math Circles Circles, Circles, Circles March 9/20, 203 The circle is a very important shape. In fact of all shapes, the circle is
Cumulative Test. 161 Holt Geometry. Name Date Class
Choose the best answer. 1. P, W, and K are collinear, and W is between P and K. PW 10x, WK 2x 7, and PW WK 6x 11. What is PK? A 2 C 90 B 6 D 11 2. RM bisects VRQ. If mmrq 2, what is mvrm? F 41 H 9 G 2
Three-Dimensional Figures or Space Figures. Rectangular Prism Cylinder Cone Sphere. Two-Dimensional Figures or Plane Figures
SHAPE NAMES Three-Dimensional Figures or Space Figures Rectangular Prism Cylinder Cone Sphere Two-Dimensional Figures or Plane Figures Square Rectangle Triangle Circle Name each shape. [triangle] [cone]
Georgia Online Formative Assessment Resource (GOFAR) AG geometry domain
AG geometry domain Name: Date: Copyright 2014 by Georgia Department of Education. Items shall not be used in a third party system or displayed publicly. Page: (1 of 36 ) 1. Amy drew a circle graph to represent
Tennessee Mathematics Standards 2009-2010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes
Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical
How to fold simple shapes from A4 paper
How to fold simple shapes from 4 paper ndrew Jobbings www.arbelos.co.uk 18 February 2012 ontents Introduction 1 Square 2 Equilateral triangle 3 Rhombus 5 Regular hexagon 6 Kite 7 Why do the methods work?
3D shapes. Level A. 1. Which of the following is a 3-D shape? A) Cylinder B) Octagon C) Kite. 2. What is another name for 3-D shapes?
Level A 1. Which of the following is a 3-D shape? A) Cylinder B) Octagon C) Kite 2. What is another name for 3-D shapes? A) Polygon B) Polyhedron C) Point 3. A 3-D shape has four sides and a triangular
Circumference Pi Regular polygon. Dates, assignments, and quizzes subject to change without advance notice.
Name: Period GPreAP UNIT 14: PERIMETER AND AREA I can define, identify and illustrate the following terms: Perimeter Area Base Height Diameter Radius Circumference Pi Regular polygon Apothem Composite
Geometry 8-1 Angles of Polygons
. Sum of Measures of Interior ngles Geometry 8-1 ngles of Polygons 1. Interior angles - The sum of the measures of the angles of each polygon can be found by adding the measures of the angles of a triangle.
The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY. Thursday, August 16, 2012 8:30 to 11:30 a.m.
GEOMETRY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Thursday, August 16, 2012 8:30 to 11:30 a.m., only Student Name: School Name: Print your name and the name of your
Objectives. Cabri Jr. Tools
^Åíáîáíó=NO Objectives To learn how to construct all types of triangles using the Cabri Jr. application To reinforce the difference between a construction and a drawing Cabri Jr. Tools fåíêççìåíáçå `çåëíêìåíáåö
Geometry Enduring Understandings Students will understand 1. that all circles are similar.
High School - Circles Essential Questions: 1. Why are geometry and geometric figures relevant and important? 2. How can geometric ideas be communicated using a variety of representations? ******(i.e maps,
Chapter 7 Quiz. (1.) Which type of unit can be used to measure the area of a region centimeter, square centimeter, or cubic centimeter?
Chapter Quiz Section.1 Area and Initial Postulates (1.) Which type of unit can be used to measure the area of a region centimeter, square centimeter, or cubic centimeter? (.) TRUE or FALSE: If two plane
Teaching Guidelines. Knowledge and Skills: Can specify defining characteristics of common polygons
CIRCLE FOLDING Teaching Guidelines Subject: Mathematics Topics: Geometry (Circles, Polygons) Grades: 4-6 Concepts: Property Diameter Radius Chord Perimeter Area Knowledge and Skills: Can specify defining
/27 Intro to Geometry Review
/27 Intro to Geometry Review 1. An acute has a measure of. 2. A right has a measure of. 3. An obtuse has a measure of. 13. Two supplementary angles are in ratio 11:7. Find the measure of each. 14. In the
1.1 Identify Points, Lines, and Planes
1.1 Identify Points, Lines, and Planes Objective: Name and sketch geometric figures. Key Vocabulary Undefined terms - These words do not have formal definitions, but there is agreement aboutwhat they mean.
MEASUREMENTS. U.S. CUSTOMARY SYSTEM OF MEASUREMENT LENGTH The standard U.S. Customary System units of length are inch, foot, yard, and mile.
MEASUREMENTS A measurement includes a number and a unit. 3 feet 7 minutes 12 gallons Standard units of measurement have been established to simplify trade and commerce. TIME Equivalences between units
Geometric Relationships
Geometric Relationships 8 Lines and ngles 8-1 8-3 8-4 LB Building Blocks of Geometry Measuring and Classifying ngles ngle Relationships Classifying Lines Parallel Line Relationships 8B Polygons LB 8-5
GEOMETRY: TRIANGLES COMMON MISTAKES
GEOMETRY: TRIANGLES COMMON MISTAKES 1 Geometry-Classifying Triangles How Triangles are Classified Types-Triangles are classified by Angles or Sides By Angles- Obtuse Triangles-triangles with one obtuse
Name Period 10/22 11/1 10/31 11/1. Chapter 4 Section 1 and 2: Classifying Triangles and Interior and Exterior Angle Theorem
Name Period 10/22 11/1 Vocabulary Terms: Acute Triangle Right Triangle Obtuse Triangle Scalene Isosceles Equilateral Equiangular Interior Angle Exterior Angle 10/22 Classify and Triangle Angle Theorems
Discovering Math: Exploring Geometry Teacher s Guide
Teacher s Guide Grade Level: 6 8 Curriculum Focus: Mathematics Lesson Duration: Three class periods Program Description Discovering Math: Exploring Geometry From methods of geometric construction and threedimensional
2nd Semester Geometry Final Exam Review
Class: Date: 2nd Semester Geometry Final Exam Review Multiple Choice Identify the choice that best completes the statement or answers the question. 1. The owner of an amusement park created a circular
GEOMETRY COMMON CORE STANDARDS
1st Nine Weeks Experiment with transformations in the plane G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point,
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
Area of a triangle: The area of a triangle can be found with the following formula: You can see why this works with the following diagrams:
Area Review Area of a triangle: The area of a triangle can be found with the following formula: 1 A 2 bh or A bh 2 You can see why this works with the following diagrams: h h b b Solve: Find the area of
ModuMath Basic Math Basic Math 1.1 - Naming Whole Numbers Basic Math 1.2 - The Number Line Basic Math 1.3 - Addition of Whole Numbers, Part I
ModuMath Basic Math Basic Math 1.1 - Naming Whole Numbers 1) Read whole numbers. 2) Write whole numbers in words. 3) Change whole numbers stated in words into decimal numeral form. 4) Write numerals in
Glow-in-the-Dark Geometry
The Big Idea Glow-in-the-Dark Geometry This week you ll make geometric shapes out of glow sticks. The kids will try all sizes and shapes of triangles and quadrilaterials, then lay out sticks in mystical
The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY. Wednesday, January 28, 2015 9:15 a.m. to 12:15 p.m.
GEOMETRY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Wednesday, January 28, 2015 9:15 a.m. to 12:15 p.m., only Student Name: School Name: The possession or use of any