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This is a fine culminating activity for the end of a geometry unit. It covers several basic geometry concepts. In order to successfully complete this activity, students will need to have learned the following:

1) Line

a. Line segment

b. Ray

2) Angle

a. Acute

b. Obtuse

c. Right

d. Opening

i. Clockwise

ii. Counter-clockwise

e. Reflex angle

3) Lines

a. Perpendicular

b. Intersecting

c. Parallel

4) Shapes

a. Triangle

i. Three sides

ii. Interior angles always add up to 180 degrees

b. Quadrilateral

i. Four sides

ii. Interior angles always add up to 360 degrees

iii. Names

1. Rhombus

2. Square

3. Rectangle

4. Kite

5. Arrowhead (Chevron)

6. Trapezoid

c. Circle

i. Center

ii. Central angle

iii. Chord

iv. Radius

v. Diameter

vi. Circumference

vii. Pi

5) Congruent

6) Area

7) Skills

a. Measure and draw angles, including reflex angles

b. Use a ruler with both metric and U.S. Customary units

c. Identify and name angles and quadrilaterals

d. Use clockwise and counter-clockwise when drawing an angle

e. Use formulas to find the area of triangles and quadrilaterals

This is a skills-based activity that requires a working knowledge of the geometry vocabulary. I do not ask students to memorize the formulas for the area of each polygon and a circle, but they do need to understand how to apply them. Understanding clockwise and counter-clockwise is an important aspect of this activity, as is accurate use of a protractor and ruler.

It is more effective to oversee students as they are working so that you can help them find any errors made in the first few directions. Without this help, simple mistakes in the first few steps can make it impossible to complete the rest of the steps. For this reason, this makes a better activity than assessment, as it would be hard to determine the full extent of a student’s knowledge if, for example, he or she was unclear on the meaning of perpendicular in Step 2.

In spite of this shortcoming, this is still an engaging way to see if students are capable of putting to use basic geometry concepts following multi-step directions.

Note: On my first solution sheet, I measured angle DCG as 66 degrees, but then I realized that by definition it was 65 degrees. Angle BCG is defined as 155 degrees, and angle DCG plus a right angle has to be 155 degrees, so angle DCG must be 65 degrees. This is shown on the solution sheet.

1) Line

a. Line segment

b. Ray

2) Angle

a. Acute

b. Obtuse

c. Right

d. Opening

i. Clockwise

ii. Counter-clockwise

e. Reflex angle

3) Lines

a. Perpendicular

b. Intersecting

c. Parallel

4) Shapes

a. Triangle

i. Three sides

ii. Interior angles always add up to 180 degrees

b. Quadrilateral

i. Four sides

ii. Interior angles always add up to 360 degrees

iii. Names

1. Rhombus

2. Square

3. Rectangle

4. Kite

5. Arrowhead (Chevron)

6. Trapezoid

c. Circle

i. Center

ii. Central angle

iii. Chord

iv. Radius

v. Diameter

vi. Circumference

vii. Pi

5) Congruent

6) Area

7) Skills

a. Measure and draw angles, including reflex angles

b. Use a ruler with both metric and U.S. Customary units

c. Identify and name angles and quadrilaterals

d. Use clockwise and counter-clockwise when drawing an angle

e. Use formulas to find the area of triangles and quadrilaterals

This is a skills-based activity that requires a working knowledge of the geometry vocabulary. I do not ask students to memorize the formulas for the area of each polygon and a circle, but they do need to understand how to apply them. Understanding clockwise and counter-clockwise is an important aspect of this activity, as is accurate use of a protractor and ruler.

It is more effective to oversee students as they are working so that you can help them find any errors made in the first few directions. Without this help, simple mistakes in the first few steps can make it impossible to complete the rest of the steps. For this reason, this makes a better activity than assessment, as it would be hard to determine the full extent of a student’s knowledge if, for example, he or she was unclear on the meaning of perpendicular in Step 2.

In spite of this shortcoming, this is still an engaging way to see if students are capable of putting to use basic geometry concepts following multi-step directions.

Note: On my first solution sheet, I measured angle DCG as 66 degrees, but then I realized that by definition it was 65 degrees. Angle BCG is defined as 155 degrees, and angle DCG plus a right angle has to be 155 degrees, so angle DCG must be 65 degrees. This is shown on the solution sheet.

Total Pages

2 pages

Answer Key

Included

Teaching Duration

1 hour

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