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Learning Ex

perience: “Constructing the Nine

-Point Circle

”

by Eric Bran.

- 1 -

Topic/Title

Constructing the nine point circle.

Grade level

Geometry 11-12 40-minute class period.

Materials

GSP5, Computer, 4-5 Student Rulers, Chalkboard, Overheadprojector, Transparencies, Dry-erase Markers, and Handouts.

Standards

Content Standards

Mathematics

–

High School Geometry

Congruence G-CO

Experiment with transformations in the plane

G.CO.1.Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on theundefined notions of point, line, distance along a line, and distance around a circular arc.

Understand congruence in terms of rigid motions

G-CO.8.Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

Prove geometric theorems

G-CO.9.Prove theorems about lines and angles.

Theorems include: vertical angles are congruent; when atransversal crosses parallel lines, alternate interior angles are congruent and corresponding angles arecongruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the

segment’s endpoints.

G-CO.10.Prove theorems about triangles.

Theorems include: measures of interior angles of a triangle sum to 180°;base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangleis parallel to the third side and half the length; the medians of a triangle meet at a point.

Learning Ex

perience: “Constructing the Nine

-Point Circle

”

by Eric Bran.

- 2 -

G-CO.11.Prove theorems about parallelograms.

Theorems include: opposite sides are congruent, opposite anglesare congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.

Make geometric constructions

G-CO.12.Make formal geometric constructions with a variety of tools and methods (compass and straightedge,string, reflective devices, paper folding, dynamic geometric software, etc.).

Copying a segment; copyingan angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

G-CO.13.Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

Similarity, Right Triangles & Trigonometry G-SRT

Prove theorems involving similarity

G-SRT.5.Use congruence and similarity criteria for triangles to solve problems and to prove relationships ingeometric figures.

Circles G-C

Understand and apply theorems about circles

G-C.2.Identify and describe relationships among inscribed angles, radii, and chords.

Include the relationshipbetween central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles;the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

G-C.3.Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for aquadrilateral inscribed in a circle.

Standards (cont.) Standards for Mathematical Practice

1.

Make sense of problems and persevere in solving them.

Students will apply and adapt a variety of appropriate strategies to solve problems.

Use a variety of problem solving strategies to understand new mathematical content.

Observe and explain patterns to formulate generalizations and conjectures.

Determine information required to solve a problem, choose methods for obtaininginformation and define parameters for acceptable solutions.

Students will make and investigate mathematical conjectures.

2.

Reason abstractly and quantitatively.

Understand and make connections among multiple representations of the samemathematical idea.

Students will recognize and use connections among mathematical ideas.

Understand the corresponding procedures for similar problems or mathematical concepts.

Learning Ex

perience: “Constructing the Nine

-Point Circle

”

by Eric Bran.

- 3 -

Understand how concepts, procedures, and mathematical results in one are of mathematics can be used to solve problems in other areas of mathematics.

Understand how quantitative models connect to various physical models andrepresentations.

3.

Construct viable arguments and critique the reasoning of others.

Students will recognize reasoning and proof as fundamental aspects of mathematics.

Recognize that mathematical ideas can be supported by a variety of strategies.

Use mathematics to show and understand social phenomena (e.g., determine if

conclusions from another person’s argument have a logical foundation).

Use correct mathematical language in developing mathematical questions that elicit,

extend, or challenge other students’

conjectures4.

Model with mathematics.

Students will use representations to model and interpret physical, social, andmathematical phenomena.

Students will select, apply and translate among mathematical representations to solveproblems.

Select appropriate representations to solve problem situations.5.

Use appropriate tools strategically.

Use representation as a tool for exploring and understanding mathematical ideas.

Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objectscreated using technology as representations of mathematical concepts.6.

Attend to precision.

Construct various types of reasoning, arguments, justifications and methods of proof for problems.

Apply inductive reasoning in making and supporting mathematical conjectures.7.

Look for and make use of structure.

Students will provide an argument for a mathematical conjecture. It may be an intuitiveargument or a set of examples that support the conjecture. The argument may include, butis not limited to, a written paragraph, measurement using appropriate tools, the use of dynamic software, or a written proof.

Understand the corresponding procedures for similar problems or mathematical concepts8.

Look for and express regularity in repeated reasoning.

Students will engage in a process that leads to knowing something to be true or false.

Determine information required to solve a problem, choose methods for obtaining theinformation, and define parameters for acceptable solutions.

Understand and use appropriate language, representations, and terminology whendescribing objects, relationships, mathematical solutions, and geometric diagrams.