Embedded Files
Learning Targets:
I can follow instructions to create a construction.
I can use precise mathematical language to describe a construction.
Standards Addressed:
G-CO.A.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
G-CO.D.12: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
G-CO.D.13: Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Math Talk
Math Talk
How to Math Talk:
One problem is discussed at a time
Take a few minutes to think quietly alone-writing down any ideas you have
We will share out as a class our multiple strategies and ideas!
Start again with the next problem
Questions to Consider:
Who can restate this student's reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the problem in a different way?”
“Does anyone want to add on to this student's strategy?”
“Do you agree or disagree? Why?”
Activity: Make Your Own
Activity: Make Your Own
Each of these patterns starts from the construction of a regular hexagon, though you don’t have to limit yourselves to this kind of pattern. As long as you use straightedge and compass moves, and record your moves so that someone else can understand them, you can make any pattern you choose!
Some helpful tips:
Larger constructions are easier to accurately recreate.
If any part of the construction involves freehand drawing rather than straightedge and compass moves, it won’t be possible to recreate it precisely and is ILLEGAL.
Cool Down:
Cool Down:
What was difficult about following someone’s instructions?
What changes would you make about the way you wrote your instructions to describe figures in geometry?
Were there any shapes or patterns that you were surprised could be made with straightedge and compass moves?
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