This short video and interactive assessment activity is designed to teach third graders about classifying all types of triangles by lengths of sides.
This short video and interactive assessment activity is designed to teach fourth graders about classifying all types of triangles by lengths of sides.
This short video and interactive assessment activity is designed to teach third graders an overview of triangle classifications.
This short video and interactive assessment activity is designed to teach third graders about classifying triangles based on equal sides.
This short video and interactive assessment activity is designed to teach fourth graders about classifying triangles based on equal sides.
This short video and interactive assessment activity is designed to give fourth graders an overview of triangle classifications.
Students must calculate the volume of a cone in this real world task.
This short video and interactive assessment activity is designed to give fourth graders an overview of forming figures with cutouts.
The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. The purpose of this first task is to see the relationship between the side-lengths of a cube and its volume.
The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. In this iteration, we do away with the lines that delineate individual unit cubes (which makes it more abstract) and generalize from cubes to rectangular prisms.
The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. Here, we are given the volume and are asked to find the height.
The purpose of this series of tasks is to build in a natural way from accessible, concrete problems involving volume to a more abstract understanding of volume. This problem is based on ArchimedesŐ Principle that the volume of an immersed object is equivalent to the volume of the displaced water.
This task is designed to give students insight into the effects of translations, rotations, and reflections on geometric figures in the context of showing that two figures are congruent.
Students' first experience with transformations is likely to be with specific shapes like triangles, quadrilaterals, circles, and figures with symmetry. Exhibiting a sequence of transformations that shows that two generic line segments of the same length are congruent is a good way for students to begin thinking about transformations in greater generality.
This task has two goals: first to develop student understanding of rigid motions in the context of demonstrating congruence. Secondly, student knowledge of reflections is refined by considering the notion of orientation in part (b).
Image showing four conic sections, with an example of each type of equation; circle, ellipse, parabola, and hyperbola.
The construction of the perpendicular bisector of a line segment is one of the most common in plane geometry and it is undertaken here. In addition to giving students a chance to work with straightedge and compass, the problem uses triangle congruence both to show that the constructed line is perpendicular to AB and to show that it bisects AB.
This task is for instruction purposes. Part (b) is subtle and the solution presented here uses a "dynamic" view of triangles with two side lengths fixed. This helps pave the way toward what students will see later in trigonometry but some guidance will likely be needed in order to get students started on this path.
Unit 1: Scale Drawings
Lesson 2: Corresponding Parts and Scale Factors
This lesson develops the vocabulary for talking about scaling and scaled copies more precisely (MP6), and identifying the structures in common between two figures (MP7).
Specifically, students learn to use the term corresponding to refer to a pair of points, segments, or angles in two figures that are scaled copies. Students also begin to describe the numerical relationship between the corresponding lengths in two figures using a scale factor. They see that when two figures are scaled copies of one another, the same scale factor relates their corresponding lengths. They practice identifying scale factors.
A look at the angles of scaled copies also begins here. Students use tracing paper to trace and compare angles in an original figure and its copies. They observe that in scaled copies the measures of corresponding angles are equal.
This short video and interactive assessment activity is designed to teach first graders about counting rectangles, squares, and triangles in composite figures.