8/10/2023 0 Comments Ray figure geometryIf students have all cards in the correct (matching) position, then give them today’s lesson handout for them to record their matches and make sense of the notation used for various geometric figures.Geometry is extremely useful for Engineers, architects, painters, carpenters, teachers, electricians, machinist homebuilders and many more. Once pairs think they have a matching configuration, have them call you over and check their work. It is intentional that students may not know what all the symbols mean-these should not be pre-taught! We want students to make sense of the symbols and see if they can figure out, by intuition or process of elimination, what the symbols mean. The other student must ask questions in a way that will help him/her make the same 3x3 configuration with the corresponding notation cards. The student that has the picture cards will make a 3x3 configuration with the cards on their desk. Alternatively, you can have students sit back to back, though they will have to speak up more to be heard by their partner. They should not be able to see each other’s desks. Have students sit across from each other with some kind of divider in between them like a folder. Each pair of students will need a set of 18 cards, 9 with pictures and 9 with notation. We print the pictures on one color and the notation on a different color. To prepare for today’s lesson, you will need to print the Match Mine cards, preferably onto cardstock. Just like students use texting shortcuts to avoid writing out words, mathematicians use certain symbols as shorthand to refer to various geometric figures and relationships. It is worthwhile to remind students that notation and symbols are largely arbitrary, decided upon by a community to facilitate communication. Students will learn the notation for points, segments, lines, and rays and describe congruent segments and parallel and perpendicular lines. We start this unit with a look at the symbols, figures, and vocabulary that will come up often in the Geometry course. Geometry Unit 2 Overview and Learning Targets: Word | pdf Day 19: Random Sample and Random Assignment.Day 18: Observational Studies and Experiments.Day 13: Probability using Tree Diagrams.Day 12: Probability using Two-Way Tables.Day 6: Scatterplots and Line of Best Fit.Day 3: Measures of Spread for Quantitative Data.Day 2: Measures of Center for Quantitative Data.Day 4: Surface Area of Pyramids and Cones.Day 2: Surface Area and Volume of Prisms and Cylinders.Day 1: Introducing Volume with Prisms and Cylinders.Day 9: Area and Circumference of a Circle.Day 6: Inscribed Angles and Quadrilaterals.Day 5: Perpendicular Bisectors of Chords.Day 1: Coordinate Connection: Equation of a Circle.Day 4: Using Trig Ratios to Solve for Missing Sides.Unit 7: Special Right Triangles & Trigonometry.Day 7: Area and Perimeter of Similar Figures.Day 6: Proportional Segments between Parallel Lines.Day 2: Coordinate Connection: Dilations on the Plane.Day 1: Dilations, Scale Factor, and Similarity.Day 9: Regular Polygons and their Areas.Day 8: Polygon Interior and Exterior Angle Sums.Day 4: Coordinate Connection: Quadrilaterals on the Plane.Day 3: Properties of Special Parallelograms.Day 2: Proving Parallelogram Properties.Unit 5: Quadrilaterals and Other Polygons.Day 12: More Triangle Congruence Shortcuts.Day 11: More Triangle Congruence Shortcuts.Day 9: Establishing Congruent Parts in Triangles.Day 5: Right Triangles & Pythagorean Theorem.Day 4: Angle Side Relationships in Triangles.Day 3: Proving the Exterior Angle Conjecture.Day 9: Coordinate Connection: Transformations of Equations.Day 8: Coordinate Connection: Parallel vs.Day 7: Coordinate Connection: Parallel vs.Day 4: Vertical Angles and Linear Pairs.Day 1: Points, Lines, Segments, and Rays.
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