NOTE: Definitions of angle and angle measure are on p 33 and should be done in Geometric Truth.
Every class worked on our new unit: Building Blocks of Geometry.
Big take-away: this is not a "vocabulary" unit. This is about developing the symbolic language of geometry and connecting it to the verbal. The skills acquired lean more toward correct naming, good sketching, connecting definitions to sketches and interpreting what is true based on definitions.
We learned about Euclid and his students creating a deductive system of geometry based on accepting a few statements and processes and defining some key words and then building on them. Our "undefined terms" that we begin with and then use to define other terms are "point", "line" and "plane. Then we started the Geometric Truth section of our notebook by entering and sketching our undefined terms, and then using pp 24-26 in the textbook to define, sketch, name and label: collinear, coplanar, line segment, segment addition, congruent segments, midpoint, and ray. We learned about congruent marks, the congruent symbol, naming lines, segments and rays with appropriate symbols. We did a post-it note activity to identify models of our geometric terms in the classroom.
We spent time with angles... make up a definition of angle based on a sketch. How do we name angles? What is an angle measure? How do we measure an angle with a protractor? (Did not do all of this in all classes).
HW #5 starts on p 28 in textbook: 2-6,8-11,13-16,18,21,22. and p 34: 1-14. You need a ruler. No protractor needed on homework.
Add to Geometric Truth section from pp 34-37 (page, term, definition, sketch, label): angle, angle measure).
Next time I will attach a copy of the Geometric Truth so far.
Compass money due now!
Creating Geometric Truth instructions attached below:
Every class worked on our new unit: Building Blocks of Geometry.
Big take-away: this is not a "vocabulary" unit. This is about developing the symbolic language of geometry and connecting it to the verbal. The skills acquired lean more toward correct naming, good sketching, connecting definitions to sketches and interpreting what is true based on definitions.
We learned about Euclid and his students creating a deductive system of geometry based on accepting a few statements and processes and defining some key words and then building on them. Our "undefined terms" that we begin with and then use to define other terms are "point", "line" and "plane. Then we started the Geometric Truth section of our notebook by entering and sketching our undefined terms, and then using pp 24-26 in the textbook to define, sketch, name and label: collinear, coplanar, line segment, segment addition, congruent segments, midpoint, and ray. We learned about congruent marks, the congruent symbol, naming lines, segments and rays with appropriate symbols. We did a post-it note activity to identify models of our geometric terms in the classroom.
We spent time with angles... make up a definition of angle based on a sketch. How do we name angles? What is an angle measure? How do we measure an angle with a protractor? (Did not do all of this in all classes).
HW #5 starts on p 28 in textbook: 2-6,8-11,13-16,18,21,22. and p 34: 1-14. You need a ruler. No protractor needed on homework.
Add to Geometric Truth section from pp 34-37 (page, term, definition, sketch, label): angle, angle measure).
Next time I will attach a copy of the Geometric Truth so far.
Compass money due now!
Creating Geometric Truth instructions attached below:
august_27-28_vocabulary_entries__1_.docx |