Mathematics Active Learning

Students use the properties of parallel lines and triangles to find the angles in the diagram.

Students cut apart triangles and then match the sides to form a larger diamond shape. Students match given congruent triangles to one of their corresponding parts as well as three given congruent parts to the corresponding congruent triangles. Students must either draw the triangle or simply use the order of the letters to do the matching.

Students find the measures of angles in a figure using the properties of inscribed angles and arclengths. There are also some parallel lines and triangles

By hands-on measuring and attempting to create congruent triangles, students learn that SSS, ASA and SAS are methods for showing triangles congruent. They also learn that SSA and AAA are NOT methods for proving triangles congruent. Materials Needed: Construction paper, ruler, scissors, protractor

Students find the measures of angles in a series of inscribed regular polygons.

Students cut apart triangles and match the sides to form one large triangle. Students match measures of a geometric figure with it's area. Includes area of square, circle, triangle, regular polygon, trapezoid, parallelogram, rectangle and rhombus.

Students use the triangle sum property, vertical angle equality and equality of alternate interior angles to complete a puzzle diagram. If your class does not yet know that alternative angles are equal, simply mark those angles = before making copies (only a couple are involved). A few basic algebraic equations are necessary to find some angle measures.

Students find the measures of angles in a series of parallel lines with transversals.

Students match linear graphs to the general equation, the slope-intercept equation, the x- & y-intercepts and the slope. Equations involve four sign variations for the same values of A, B and C in Ax + By = C so that students can see the differences in the graphs. The first six pages are scrambled. The matching items are grouped together for the last six pages.

Students learn the ratios involved in the Theorem by measuring triangles and finding the ratios of the segments involved. Materials Needed: Ruler, calculator

Students match information about given right triangles to the requested trig ratio. Prior knowledge should be that the largest side is always opposite the right angle. Also they should know that side a is opposite angle A, side b is opposite angle B, etc. All triangles have sides that are Pythagorean triples, so students may conclude that all triangles are right triangles.

Several years ago I traveled to Peru and was immediately intrigued by the trapezoid windows I saw. Having taught both Geometry and Earth Science, I took numerous pictures and eventually put this activity together. Students investigate dimensional stability of trapezoids vs rectangles in the context of windows and doors in Inca structures.

This is a series of compound areas of figures involving squares, rectangles and triangles.

Students are given ordered pairs and asked to perform reflections on x-axis, y-axis, y = x and y = -x. Students also perform rotations of clockwise and counterclockwise 90, 180 and 270 degrees. Students also perform translation along given vectors.

Each student gets one or two cards with a question and an answer. Play goes around the room as students answer questions. This is a whole class activity. Includes formulae for area of plane figures, surface area and volume of solids.

Students use the properties triangles to complete a puzzle diagram. They must write an equation to get started. Triangle vocabulary and the exterior angle theorem are involved. Also included: parallel lines and two congruent triangles (only knowledge of what they are, not methods for proving so).

Students find the measures of angles and arcs in a figure using the properties of circle tangents and secant lines. Students are required to write an equation using given expressions for arc measures to solve for x. There are also some triangles involved.

Students explore to gain a concrete understand of one, two and three-dimensional values and their units. They also build volumes with cardboard. Formulas for the common solids are searched for on the internet (or in the textbook) and used to find volumes.

Students explore polygon vocabulary, look at what is and what is not a polygon, define diagonals, define convex vs not convex, define names of polygons, look at regular polygons, measure interior and exterior angles of polygons and derive formulas for finding the sum of interior angles and individual exterior and interior angles of regular polygons. Materials Needed: Protractor

Students find the measures of angles in a figure using the properties of incribed angles and arclengths.