Description
This is an activity designed for Geometry students to explore angle relationships between two parallel lines and a transversal in the Geogebra program. Students will construct two parallel lines and a transveral, measuring all eight angles created and drawing conclusions from their construction. Students will manipulate their constructions in order to answer guided questions about the content, and will learn the names of several angle pairs.
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Highlights
Digital downloads
Grades
7th - 11th
Subjects
Standards
CCSS7.G.A.2
CCSS7.G.B.5
CCSS8.G.A.5
Pages
2
Teaching Duration
50 minutes
Description
This is an activity designed for Geometry students to explore angle relationships between two parallel lines and a transversal in the Geogebra program. Students will construct two parallel lines and a transveral, measuring all eight angles created and drawing conclusions from their construction. Students will manipulate their constructions in order to answer guided questions about the content, and will learn the names of several angle pairs.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
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My students loved this! It brought up a great conversations.
This was a great exploration of constructions and definition of terms. I allowed the students to work in groups where they discussed their understanding of the concepts. I was able to refer them back to this assignment when we were discussing later assignments and reviewing information to build further on concepts.
Love this concept.
thanks
Great set of instructions
Great activity, thanks!
My 8th grade math class loved this activity
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
CCSS7.G.B.5
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
CCSS8.G.A.5
Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
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