“Loving how well organized, thoughtful, and clear every one of your resources are!” ~ a learning specialist
Students will analyze examples and non-examples to deduce the topic: shapes with 180º rotational symmetry
First, students get a set of shapes categorized in two groups.
Then they get a set of ungrouped shapes. Which columns will they go in?
Finally, I reveal the topic: 180º rotational symmetry
Students will analyze examples and non-examples to deduce the topic: regular and irregular polygons.
First, students get a set of items categorized in two groups.
Then they get a set of ungrouped items. Which columns will they go in?
Finally, I reveal the topic: regular vs irregular polygons.
Students will spot the number of parallel and perpendicular lines in shapes and then form groups of shapes.
First, students will identify the number of sets of parallel and perpendicular sides in various shapes.
Next, they create three or four groups based on their findings in step one.
Finally, students venture to the third dimension and look for parallel and perpendicular lines in a cube. For the final question: there are 18 sets of parallel lines in a cube and 24 sets of perpendicular lines. Although technically, we’d call them “edges” instead of lines.
Students will group letters by their type of reflective symmetry and then form symmetrical words and sentences.
First, students will find the lines of symmetry for the capital letters.
Next, they put them in categories based on their lines of symmetry.
Then, students will form words with symmetry.
Finally, they’ll create the longest sentences they can using only symmetrical words.
Students will analyze the shapes and determine the pattern: we’ve got trapezoids!
Students will inductively discover the rules of a triangle’s angles.
Students try to create the biggest possible angle inside of a triangle.
They look for triangles with one or more right angles.
Then they add up three angles, trying to find the largest and smallest sums possible.
Students try to create triangles with two and three congruent angles.
We close by posing the question: how are angles and sides related? (Larger/smaller angles mean longer/shorter sides. Same sized angles? Same size sides. )
Students analyze the similarities and differences of several quadrilaterals.
Students note that living things, as well as quadrilaterals, can be grouped in a variety of different sized categories. They consider how one quadrilateral is similar to and different from two others.
Students learn several criteria for grouping quadrilaterals (right angles, parallel sides, and congruent sides), then revisit their worksheet to increase their level of precision.
Students develop a hierarchy using the criteria from the previous video.
Students debate which is longer: a ray or a line.
I introduce students to lines, line segments, and rays. Finally, I pose the delicious question: “Which is the longest?”
Now we ponder: “Which has more points on it?”
Finally, students explore an idea such as: “What would a ray think about a line?” or “If a line wrote a poem to a line segment, what would it be like?” They can then create a mini-story, a comic, a play, or whatever you see fit!
Students will inductively determine the formula for the area of a triangle. Then we apply it to other, more complex shapes.
Using examples, students will attempt to deduce the formula for the area of a triangle.
We reveal the rule.
Students attempt to decompose more complex shapes into triangles.
Students will find and describe the most interesting shapes in this geometric image.
Students will find and describe the most interesting shapes in this geometric image.
Students will find and describe the most interesting shapes in this geometric image.
Students will find and describe the most interesting shapes in this geometric image.
Students will find and describe the most interesting shapes in this geometric image.