Can we classify quadrilaterals like we classify living things?

Pi is mysterious and strange! Why not let students discover it on their own?

Why tell a kid the rules of a triangle when they can *discover them!?*

Using patterns, students try to deduce *where* that area formula came from.

A lesson about lines, line segments, and rays that avoids dull memorization. Instead, we ponder this delightful question: **Which is longer, a ray or a line?** Then, kids consider what these different geometric concepts would think about each other.

Can your students puzzle out the differences in these shapes - without *any instruction!?*

Let's group letters by their symmetry, then create symmetrical words, and then *symmetrical sentences!*

What odd and interesting shapes can your students find in this geometric image?

What odd and interesting shapes can your students find in this geometric image?

What odd and interesting shapes can your students find in this geometric image?

What odd and interesting shapes can your students find in this geometric image?

What odd and interesting shapes can your students find in this geometric image?

Which shapes go together based on parallel and perpendicular lines?