Construct the perpendicular bisector of a segment. Construct an angle congruent to a given angle. Construct a segment congruent to a given segment. Compass-and-straightedge constructions provide a hands-on introduction to these postulates and theorems. Due to the block scheduling I try to open each period with a refresher of what the previous class was about and do this with a short quiz or with question/answer on the board or walking around watching them do one example on their own.Ĭonstruction methods are justified by postulates such as Euclid’s Fourth Postulate, that a circle can be drawn with any center and any positive radius, and by, for example, triangle congruency theorems. The quiz will have six questions and give students the opportunity to show what they understand and have retained. Students will show their knowledge with a short lesson quiz (see bottom of this page) at the beginning of the next class period after they practiced doing their homework. NCTM Standards: Geometry, Measurement, Problem Solving, Communication, Connections, and RepresentationĬan the students use a compass and straightedge effectively?Ĭan students construct the bisector of an angle to show its incidence and reflection? Can students construct a right triangle using the methods learned in this lesson? Also they will bisect segments and angles only using these tools.Ĭonstruction, straightedge, compass, perpendicular lines, perpendicular bisector, and angle bisector Students will learn to use a compass and a straightedge to construct congruent segments and congruent angles. These activities are only highlights of the unit of study of these different aspects of Geometry. Math, constructing and duplicating shapes and angles. Reading the textbook, of course, but also reading on what birdhouse shape would be best for the bird you are making the house for and the size and dimensions of the house. Writing will be used each class period by keeping a journal with new terminology and their uses and definitions. Some of the activities are in the area of Art, creating a birdhouse. Of course, the logical-math one on Gardner’s list is used but we will also touch on spatial, bodily kinesthetic, linguistic, and the naturalist area of thinking. 
There will be 10 lessons in all and there may have to be some flexibility on the time given for the projects during school time as well as time spent at home. The entire unit, falls into several of Gardner’s Intelligence list and will take approximately four weeks on block scheduling and 90 minute classes. Throughout the unit they will use critical thinking skills and ask themselves higher-level questions. The students will use this new knowledge to develop and create a project at the end of the unit.
TESSELLATION TRIANGLE ART HOW TO
They tend to use the easy way most of the time and use a protractor and a ruler, so this will show them how to do it with this hands-on method. The purpose of this unit is to introduce the students to constructing their own shapes and parallel lines with a compass and a straightedge. Rational and Description of Unit of Study: The end result will be applying all of these skills and producing a regular sided birdhouse that is symmetrical and with all angles congruent and sides congruent. They will be able to evaluate the use of the constructions to draw congruent shapes, angles and figures.
At this point of the unit, the students will do a short project creating their own tessellation and reproducing it. The symmetry aspect will lead us right into the introduction of tessellations and will help the students analyze the difference between a tessellation and a symmetrical picture. This unit of study will enable the students to understand the relationship with constructions, parallel lines and the symmetrical uses of these shapes.
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