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Supplementary

Materials

Geometry

Teacher’s Guide

Prepared by:

Olga Courtois............................ Massey Vanier High School, 1998

Peter Balyta............................... Massey Vanier High School, 1997

John Lou...................................Chateauguay Valley Regional High

School, 1998

George Calder............................ Howard S. Billings High School, 1997

Andre Del Castilho.....................Centennial Regional High School,

1997 - 1998

Tony Rosciano........................... Penfield Academy, 1997 - 1998

Kevin Harvey..............................Macdonald Cartier High School, 1998

Wendy Bain............................... Macdonald Cartier High School, 1997

Resource Personnel:

Carolyn Gould.................. MEQ, 1998

South Shore School Board, 1997

Françoise Boulanger..........MEQ, 1997

Louise Gauthier

Peter Balyta...................... South Shore School Board, 1998

Classification of Triangles

Using only one 8 1/2” × 11” piece of paper, cut out 4 different triangles,

using as much of the sheet of paper as you can. State any

characteristics that came to mind when you were attempting to make

your triangles different.

eg.

This ∆

This ∆ has 2

has 1 right angle. equal sides.

2. Class Activity

you used to form each group.

2) no right angles (oblique)

3) 3 congruent sides

4) 2 congruent sides

5) no congruent sides

triangle.

–1–

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Part 2 (Whole Class Activity)

determined by other groups.

Number each of your triangles from 1 through 16. Place each of your

group’s 16 triangles in the appropriate cell on the classification grid.

Label each triangle with the correct terms (eg. right scalene).

Two cells are impossible to fill. Can you tell why? Write the word

“impossible” in these cells.

If any other one of your cells does not contain a triangle, produce one or

more new triangles that would fit in that cell.

Classification of Triangles

(answers will vary)

By Sides

Scalene Isosceles Equilateral

By Angles

Acute

Right impossible

Obtuse impossible

–2–

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Part 4 (Group Activity)

Label each of your triangles ABC. Measure each angle and side and

record your data on the table below.

Measure of –

Equilateral 1

2

3

Isosceles 1

2

3

Scalene 1

2

3

Right 1

2

3

On the basis of the data from the table, what conjectures would you

make:

all angles = 60°

two angles equal

no equal angles

–3–

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

• about right triangles? one right angle

the other two angles are acute

and complementary

can be scalene or isosceles

angles of any triangle? they add up to 180°

Make sure you have 4 acute scalene triangles each labelled ABC.

6

4

What is the length of altitude AD?

A

6 cm 6 cm

B D C

6 cm AD = 5.2 cm

They are congruent.

–4–

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Constructing Altitudes of Triangles

opposite side. An altitude can be constructed using a set square, a

protractor and ruler, or a compass and ruler.

Draw the three altitudes for each of the following triangles. Name the

vertex and its corresponding base.

A BC

B AC

C AB

B C

D EF

E DF

F DE

M NO

O N MO

O MN

–5–

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

(d) A Vertex Base

A BC

B AC

C AB

C

G E GF

F EG

G EF

triangle is called the orthocentre.

–6–

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

2. Draw the following triangles, each having one altitude of 5 cm.

(answers will vary)

(a) an acute triangle

5 cm

5 cm

5 cm

–7–

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

3. Given the following triangle:

A

in cm in mm

m AB 4.8 48

m AC 4.8 48

m BC 6.8 68

C B

(a) Find the perimeter of this triangle, in both centimetres and

millimetres. 16.4 cm and 164 mm

(b) Calculate the area of this triangle, in both centimetres and

millimetres. 11.52 cm2 and 1152 mm2

(c) Without using your protractor, find the measures of angles B and

C and justify your work.

Note: Some students may calculate the area using AB and AC as base

and altitude. Others may draw the altitude from A and use base BC. An

interesting discussion may ensue.

Statement Justification

opposite the equal sides of an

isosceles triangle are equal.

m ∠A + m ∠B + m ∠C = 180° The sum of the measures of

the interior angles of a

triangle is equal to 180°.

triangle are complementary.

m ∠B = 45°

m ∠C = 45°

–8–

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

4. An axis of symmetry is a line which divides the figure in two so that

each part is the reflection of the other.

by folding, use of Mira, construction of

right bisectors, angle bisectors.

equilateral

(b)

isosceles

(c)

scalene

–9–

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Axes of Symmetry of Triangles

triangle that has exactly one axis of symmetry.

• • • • • • • • • • •

• • • • • • • • • • •

• • • • • • • • • • •

• • • • • • • • • • •

• • • • • • • • • • •

• • • • • • • • • • •

• • • • • • • • • • •

• • • • • • • • • • •

• • • • • • • • • • •

• • • • • • • • • • •

• • • • • • • • • • •

• • • • • • • • • • •

• • • • • • • • • • •

If you were able to draw such a triangle, what kind of triangle have you

drawn?

isosceles triangle

– 10 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Axes of Symmetry of Triangles (continued)

triangle that has exactly three axes of symmetry.

If you were able to draw such a triangle, what kind of triangle have you

drawn?

equilateral triangle

– 11 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Axes of Symmetry of Triangles (continued)

triangle that has exactly two axes of symmetry.

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

If you were able to draw such a triangle, what kind of triangle have you

drawn?

– 12 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Axes of Symmetry of Triangles (continued)

triangle that has no axes of symmetry.

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

If you were able to draw such a triangle, what kind of triangle have you

drawn?

scalene triangle

– 13 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Constructing a Perpendicular Bisector of a Segment

midpoint of a line segment at a 90° angle.

pictured.

B

5.1 cm

A

(use compass

and ruler)

5.1 cm

D

(use protractor

F and ruler)

E

(use another

method of your

choice) eg. set square and ruler

– 14 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Constructing a Perpendicular Bisector of a Segment (continued)

10. Construct the perpendicular bisectors of all the sides of the triangles

pictured.

4 cm

4 cm

3.2 cm

(use compass 3.4 cm

and ruler)

3.2 cm

3.4 cm

(use protractor

and ruler)

method of square and

your choice) ruler

bisectors?

They all have one point of intersection.

The three perpendicular bisectors of any acute triangle have one point of

intersection within the triangle. For obtuse triangles, the point of intersection

lies outside the triangle.

– 15 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Constructing a Line Perpendicular to a Given Line

Through a Given Point

A use compass & ruler

m

– 16 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Constructing a Perpendicular Bisector of a Segment

12. Construct the perpendicular bisectors of all the sides of the given right

isosceles triangle.

1 4

2 3

∆1

∆2

∆3

∆4

∆1 & 2 together

∆3 & 4 together

∆1 & 2 & 3 & 4 together

isosceles triangle located?

How many right isosceles triangles are now found in the diagram?

bisectors is called the circumcentre.

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

– 17 –

Bisecting Angles

(use compass

C and ruler only)

D E

(use a method

of your choice)

122° = 60°

2

– 18 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Bisecting Angles (continued)

14. Use a method of your choice to bisect all the angles of the given

triangles.

Mira, compass and ruler, ruler and protractor.

– 19 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Bisecting Angles (continued)

14. (continued)

What do you notice in each triangle about the three angle bisectors?

All three angle bisectors of the triangles intersect at one point.

For any triangle, the three angle bisectors will intersect at one point within

the triangle.

the incentre.

– 20 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Constructing Medians of a Triangle

15. A median is a line segment from a vertex of a triangle to the

midpoint of the opposite side.

A

These medians can be drawn

by first constructing a right

bisector of the side opposite

the vertex.

P

B C

M

R

They all meet at one intersecting point roughly in the “middle.”

For any triangle, the three medians intersect at one point within the triangle.

triangle is called the centroid.

– 21 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Constructing Medians of a Triangle (continued)

axis of symmetry

isosceles triangle

equilateral triangle

– 22 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Investigating Special Relationships in Triangles

Aim: (MEQ Terminal Objective 3.3) The objective of this exercise is for students to

discover the following:

• In any triangle, the length of any side is less than the sum of the lengths

of the other two sides.

• In any triangle, the length of any side is greater than the difference of

the lengths of the other two sides.

• In any triangle, the longest side is opposite the largest angle.

Spaghetti

Straws

Coffee Straws

String

The teacher will establish a unit length such that four units are equal to the

total length of the materials being used. (One piece for each length is easier to

work with.)

eg: 1 straw is equal to 4

You will need three of each of the following lengths: units

1 unit is equal to one

1 unit, 2 units, 3 units and 4 units. quarter of a straw

triangles. Each row of the chart must be completed before proceeding to the

next one. Students should draw their own hypotheses using each of the ten

cases.

Note: Page 26A in this guide is a blank table if you wish to use it.

Part A

1. Use the materials provided and try to construct triangles using the sides

given in the chart.

2. In the fourth column of the chart, answer the questions “Is it a

triangle?”

3. Sketch as accurately as possible the figure formed by the three sides.

4. On the sketch, circle the vertex of the largest angle.

– 23 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Investigating Triangles (continued)

Part B

Answer these questions only after you have completed the chart.

calculations mentally.

Conclusion:

The length of any side of a triangle is less than the sum of the lengths

– 24 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

2. Consider the first triangle:

(a) Find the difference between sides #1 and #2 0

What is the length of side #3? 1

(b) Find the difference between sides #1 and #3 0

What is the length of side #2? 1

(c) Find the difference between sides #2 and #3 0

What is the length of side #1? 1

What conjecture can you make?

Will vary with individual students.

calculations mentally.

Conclusion:

The lengths of any side of a triangle is greater than the difference of

the lengths of the other 2 sides.

3. (a) In cases where triangles exist, check the position of the longest

side in relation to the largest angle. Describe in words what this

relation is.

Will vary.

__________________________________________________________________

(b) In cases where triangles exist, check the position of the shortest

side in relation to the smallest angle. Describe in words what this

relation is.

Will vary.

__________________________________________________________________

Conclusion:

The longest side of a triangle is opposite the largest angle, and vice

versa.

– 25 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Investigating Triangles

Length of Length of Length of Is it a Indicate the side lengths.

Side # 1 Side # 2 Side # 3 Triangle? Circle the largest angle.

1 1

yes

1 1 1 1 1

2 1 1 2 no

2 2

3 2 2 2 yes

2

4 1 2 3 no

yes 2 2

5 2 2 3 3

no

6 1 3 4

2 3

yes

7 2 3 4 4

3 3

yes

8 3 3 4 4

9 1 2 4 no

1 4

10 4 1 4 yes 4

– 26 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Investigating Triangles

Length of Length of Length of Is it a Indicate the side lengths.

Side # 1 Side # 2 Side # 3 Triangle? Circle the largest angle.

10

– 26A –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Interior Angles of Triangles

A a) 90°

m ∠1 = ________

60°

m ∠2 = ________

30°

m ∠3 = ________

30°

m ∠4 = ________

F E

1 60°

m ∠5 = ________

2

5 90°

m ∠6 = ________

3

6 4

B C Justify your answers.

D

All

b) Which triangles are congruent? __________________________________

triangle. bisectors of the sides.

A a) 45°

m ∠1 = ________

45°

m ∠2 = ________

90°

m ∠3 = ________

E F 45°

m ∠4 = ________

14

90°

m ∠5 = ________

45°

m ∠6 = ________

2 3 5 6

B D C Justify your answers.

b) All

Which triangles are right isosceles? ______________________________

– 27 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Interior Angles of Triangles (continued)

DE // BC

B

100°

D 3 4

5

F

1 2 6

8

30° 9 7 50°

A C

E

a) 100°

m ∠1 = ________ 50°

m ∠4 = ________ 30°

m ∠7 = ________

50°

m ∠2 = ________ 30°

m ∠5 = ________ 100°

m ∠8 = ________

m ∠3 = ________

30° m ∠6 = ________

100° 50°

m ∠9 = ________

– 28 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Who Am I?

1. Who am I?

scalene

__________________________________________________________________

isosceles

__________________________________________________________________

equilateral

__________________________________________________________________

scalene

__________________________________________________________________

isosceles

__________________________________________________________________

equilateral

__________________________________________________________________

right triangle

__________________________________________________________________

also a median and a right bisector.

isosceles

__________________________________________________________________

(i) I am the only triangle that has exactly 1 altitude which is also a

perpendicular bisector and a median.

isosceles

__________________________________________________________________

altitudes are one and the same.

equilateral

__________________________________________________________________

– 29 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Classifying Quadrilaterals

In recent years, the notion of a trapezoid has evolved. The current definition is

as follows:

definition.

The general rule of the hierarchy is that any property held by a figure is also

held by all the figures below it to which it is connected.

Convex Quadrilaterals

Rhombus Rectangle

Square

– 29A –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Properties of the Diagonals of Quadrilaterals

square, rhombus, rectangle, parallelogram, isosceles trapezoid.

Compile your results in the table at the end of this section (see page 38).

1. Square

E J

B D

yes

__________________________________________________________________

yes

__________________________________________________________________

yes

__________________________________________________________________

(d) Draw two other squares and verify that your findings are still valid.

– 30 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Properties of the Diagonals of Quadrilaterals

2. Rhombus

A D

E

B C F

yes

__________________________________________________________________

yes

__________________________________________________________________

no

__________________________________________________________________

(d) Draw two other rhombuses and verify that your findings are still

valid.

– 31 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Properties of the Diagonals of Quadrilaterals

3. Rectangles

E H

A D

B C F G

yes

__________________________________________________________________

no

__________________________________________________________________

yes

__________________________________________________________________

(d) Draw two other rectangles and verify that your findings are still

valid.

– 32 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Properties of the Diagonals of Quadrilaterals

4. Parallelograms

B G

C J

E

I

A

F

D

yes

__________________________________________________________________

no

__________________________________________________________________

no

__________________________________________________________________

(d) Draw two other parallelograms and verify that your findings are

still valid.

– 33 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Properties of the Diagonals of Quadrilaterals

5. Isosceles Trapezoid

A D E H

F G

B C

no

__________________________________________________________________

no

__________________________________________________________________

yes

__________________________________________________________________

(d) Draw two other isosceles trapezoids and verify that your findings

are still valid.

– 34 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Properties of the Diagonals of Quadrilaterals

6. Kite

B D

F H

G

C

no

__________________________________________________________________

yes

__________________________________________________________________

no

__________________________________________________________________

(d) Draw two other kites and verify that your findings are still valid.

– 35 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Properties of the Diagonals of Quadrilaterals

A D E H

F G

B C

no

__________________________________________________________________

no

__________________________________________________________________

no

__________________________________________________________________

(d) Draw two other similar trapezoids and verify that your findings are

still valid.

– 36 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Properties of the Diagonals of Quadrilaterals

4. What figure is obtained when the diagonals:

kite

square

rhombus

• intersect at right angles and only one diagonal bisects the other?

kite

rectangle

square

parallelogram

rhombus

rectangle

square

square

rhombus

square

– 37 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Properties of the Diagonals of Quadrilaterals (continued)

within different quadrilaterals.

Properties are Bisect are Perpendicular

Congruent Each Perpendicular Bisectors of

Other Each Other

Quadrilaterals

one pair of parallel sides)

Isosceles Trapezoid √

Parallelogram √

Rectangle

√ √

Rhombus

√ √ √

Square √ √ √ √

6. Justify each of the following statements:

__________________________________________________________________

sides are parallel.

(b) A rectangle is a trapezoid.

It has at least 1 set of parallel sides.

__________________________________________________________________

It has at least 1 set of parallel sides.

__________________________________________________________________

Opposite sides are equal and parallel and interior opposite angles

__________________________________________________________________

are congruent.

– 38 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Classifying Quadrilaterals

Shade the whole box if it has an incorrect figure. The shading will cause a

“desert” shape to occur.

– 39 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Classification of Polygons

Simple Closed Curves

Triangles

Convex Quadrilaterals

kite

isosceles

Convex Quadrilaterals

Trapezoids

Parallelograms There are many ways to sort polygons.

Many with three and four sides have special

Rec

ses

names.

Squares

bu

tan

om

gles

Rh

– 40 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

As Easy As 1, 2, 3

This activity is an experience in subdividing a set of geometric figures into

smaller related subsets. The activity is written for 30 geometric figures but you

might like to use fewer figures. Thirty figures and a sample subdivision are

included on page 38 (see Activity 1b).

In this activity students will:

(1) Subdivide the set of 30 figures into subsets of related figures.

(2) Write a description of each subset, so that anyone reading the

descriptions could separate the figures into exactly the same subsets.

Groups of 4 to 5 students are

given identical sets of 30

randomly numbered figures. The

students are asked to separate

the figures into subsets of related

figures. Some students may sort

by number or colour (if you make

the figures different colours).

Others may separate the figures

into 4-sided and not 4-sided

figures or into curved and not

curved figures. Any group

finishing early in its

classification could be

encouraged to develop another

system that gives a larger number

of related subsets. For example,

you could suggest that the group

try to find a classification that

gives five subsets of related

figures. One system could be

figures with 3 sides, 4 sides, 5

sides, 6 sides or others.

Have each group of students

write a description of its subsets.

For future reference have

one student in each group record

the number of the figures in each subset. Later in the class period or the next

day have pairs of groups trade descriptions. The groups will then try to

subdivide the figures into subsets according to the other group’s description.

Finally have each pair of groups meet to discuss the results.Idea from: Lab

– Activity 1a –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

As Easy As 1, 2, 3 (continued)

Idea from: Lab Geometry, Teacher’s Edition. Permission to use granted by Bellevue Public Schools.

– Activity 1b –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Polygon Pass-Out

Rules:

(1) The game is played like Password. The clue-giver for team 1 draws a card

and gives a clue to his team. One person on the team tries to guess the

geometric figure. If the guess is correct team 1 receives five points.

(2) If the guess is not correct the clue-giver for team 2 gives a clue and team

2 makes a guess. A correct guess would score four points.

(4) If after 5 rounds neither team has guessed the figure, the shape is

revealed and a new round is begun.

(6) The team with the highest score at the end wins.

Idea from: Ideas for Manipulative Materials Elementary Mathematics. Permission to use granted by

Northern Colorado Educational Board of Cooperative Services.

– Activity 2 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

What’s the Difference?

• a rectangle and a triangle?

(2) two teams

• a circle and a triangle?

• a parallelogram and a square?

(3) one person to read the questions

• a parallelogram and a rectangle?

Procedure:

What can you say about...

(1) The person reads one questions. • a triangle but not a circle or a square?

(For example, “What’s the • a square but not a triangle or a rhombus?

difference between a rectangle • a and a triangle?

and a triangle?”

(2) Team 1 responds and scores one point if correct. (i.e. “A rectangle has

four sides; a triangle has three.”)

(3) team 2 responds to the same question, but must give another answer to

score one point if correct. (i.e. “The sum of the angles of a rectangle is

360° - twice that of the triangle.”)

(4) Team 1 responds again. (i.e. “A rectangle has four interior angles; a

triangle has three angles.”)

(5) Team 2 continues with another answer. (i.e. “The triangle is a rigid

figure; a rectangle is not.”)

(6) Play alternates until both teams exhaust their answers and pass in

succession.

Idea from: Ideas for Manipulative Materials Elementary Mathematics. Permission to use granted by

Northern Colorado Educational Board of Cooperative Services.

– Activity 3 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Construction of Triangles

4 cm

6 cm

7 cm

20 mm

30°

40 mm

6 cm.

78° 52°

6 cm

– 40 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Construction of Triangles (continued)

angle of 50°?

50°

4 cm

50° 50°

4 cm 4 cm

4 cm 4 cm

50° 50°

5 cm

25°

25°

– 41 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Construction of Quadrilaterals

4.2 cm

40° 140°

3 cm

140° 40°

– 42 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Construction of Quadrilaterals (continued)

angle of 65°.

5 cm

65°

7 cm

of 30°.

6 cm

– 43 –

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

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