This tasks gives a verbal description for computing the perimeter of a …
This tasks gives a verbal description for computing the perimeter of a rectangle and asks the students to find an expression for this perimeter. Students then have to use the expression to evaluate the perimeter for specific values of the two variables.
This task is a natural follow up for task Rectangle Perimeter 1. …
This task is a natural follow up for task Rectangle Perimeter 1. After thinking about and using one specific expression for the perimeter of a rectangle, students now extend their thinking to equivalent expressions for the same quantity.
Students practice human-centered design by imagining, designing and prototyping a product to …
Students practice human-centered design by imagining, designing and prototyping a product to improve classroom accessibility for the visually impaired. To begin, they wear low-vision simulation goggles (or blindfolds) and walk with canes to navigate through a classroom in order to experience what it feels like to be visually impaired. Student teams follow the steps of the engineering design process to formulate their ideas, draw them by hand and using free, online Tinkercad software, and then 3D-print (or construct with foam core board and hot glue) a 1:20-scale model of the classroom that includes the product idea and selected furniture items. Teams use a morphological chart and an evaluation matrix to quantitatively compare and evaluate possible design solutions, narrowing their ideas into one final solution to pursue. To conclude, teams make posters that summarize their projects.
This task is a reasonably straight-forward application of rigid motion geometry, with …
This task is a reasonably straight-forward application of rigid motion geometry, with emphasis on ruler and straightedge constructions, and would be suitable for assessment purposes.
The goal of this task is to give students an opportunity to …
The goal of this task is to give students an opportunity to experiment with reflections of triangles on a coordinate grid. Students are not prompted in the question to list the coordinates of the different triangle vertices but this is a natural extension of the task.
The goal of this task is to give students experience applying and …
The goal of this task is to give students experience applying and reasoning about reflections of geometric figures using their growing understanding of the properties of rigid motions. In the case of reflecting a rectangle over a diagonal, the reflected image is still a rectangle and it shares two vertices with the original rectangle.
This activity is one in a series of tasks using rigid transformations …
This activity is one in a series of tasks using rigid transformations of the plane to explore symmetries of classes of triangles, with this task in particular focusing on the class of equilaterial triangles. In particular, the task has students link their intuitive notions of symmetries of a triangle with statements proving that the said triangle is unmoved by applying certain rigid transformations.
This task examines some of the properties of reflections of the plane …
This task examines some of the properties of reflections of the plane which preserve an equilateral triangle: these were introduced in ''Reflections and Isosceles Triangles'' and ''Reflection and Equilateral Triangles I''. The task gives students a chance to see the impact of these reflections on an explicit object and to see that the reflections do not always commute.
This activity is one in a series of tasks using rigid transformations …
This activity is one in a series of tasks using rigid transformations of the plane to explore symmetries of classes of triangles, with this task in particular focussing on the class of isosceles triangles.
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