October 26, 2007

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Lesson Plans and Creative Activities for Geometry Classroom

- Mathematics > General
- Mathematics > Geometry

- Grade 9
- Grade 10
- Grade 11
- Grade 12

Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).

Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape;

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This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 3, as of 2009-07-25.

Content Accuracy: 3

Appropriate Pedagogy: 3

Regis Smith

April 17, 2011

I only see one major problem with the "CircumCircle" lesson-- the triangle side lengths are mislabeled. I think Johnny Texas' review is a bit harsh and misleading, especially since his (Texas') third paragraph includes a mathematical error-- moving point A along the circumference of the circle does not change the measure of angle A, as long as angle A cuts out the same arc BC.

I think the "CircumCircle" lesson is a fine example of a special case of a well-known result. It shows students they do not have to automatically apply memorized formulas to every scenario. The typesetting could be improved, but that's just presentation.

Johnny Texas

April 28, 2010

This rating and comment only applies to the resource labeled "CircumCircle." Your problem (while interesting) is not solvable by your own presented solution.

First the triangle you present does not exist (the one you have for this very problem on your website

Furthermore the interior angle is twice the measure of its corresponding exterior angle as long as the angles measure the same arc of the circle AND share the diameter and the corresponding radius as one of their sides. What you have presented is completely illogical and frankly impossible because you could rotate point A around the circle and create many different angles which must equal the same angle when doubled according to your answer.

Please Please do not use this to teach math to students as you will just give them a greater hardship than they may begin with!

Table of Contents

- Point P Where You Like
- Curriki Project Based Geometry
- Snake Eyes
- Security Cameras
- A Cute Triangle
- Square Peg, Round Peg
- The Truncated Square
- The Right Plot
- Two Triangles
- The Goat Problem
- The Square Problem
- Pie Free Circles
- Pie Free Circles
- Circum Circle
- Pick a Shape
- Paper Crease
- Intro to coordinate geometry
- Proving vertical angles conjecture
- Pythagorean theorem and the distance formula
- Finding the area of a trapezoid
- Geometry Analysis
- Interactive Math Websites

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**Our Team**

Curriki Geometry would not be possible if not for the tremendous contributions of the content contributors, editors, and reviewing team.

Janet Pinto, Lead Curriculum Developer & Curriki CAO

Sandy Gade, Editor

Thom Markham, PBL Lead

Aaron King, Geometry Consultant

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A problem involving the area of a crescent. Many students are surprised to discover that their answers do not involve pi.

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Template for Analysis of Mathematics Programs/Series
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Template for Analysis of Mathematics Programs/Series

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This resource is a list sorted by subject and individual lessons that include web pages for students to obtain extra practice.

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