Geometry, Teacher\'s Edition

copy of a picture of the constellation to class.

When students do this, you can begin a whole discussion about the angles in the constellations and the distance
between stars.

This can lead right into the technology integration.

III.TechnologyIntegration

Use the website for an in depth student of measurement in the sky.

This website looks at many different facets of geometry, measurement and astronomy.

Although some topics have not been discussed yet, have the student read it all anyway.

Then focus on the last section where students can see how to measure angles in the sky using their hands.

Then send them back out at night to rediscover the initial constellations using their hands to measure distances.

IV.NotesonAssessment

Assess student work in three sections.

First, discuss the initial constellations with the students.

What did the students discover?

Were they able to make connections between angles and the constellations?

Then move on to the astronomy site.

Finally, assess student observations once they had an understanding of how to measure using their hands.

What did this do to their initial observations?

Were the students able to expand on the initial sightings?

Segments and Angles

I.SectionObjectives

Understand and identify congruent line segments

Identify the midpoint of line segments

Identify the bisector of a line segment

Understand and identify congruent angles

Understand and apply the Angle Bisector Postulate

II.Cross-curricular-Architecture

Use the image from Wikipedia on A Frame Homes in this lesson. This is Figure01.04.01

You want the students to use the design of the A frame home to prove the theorems in this lesson.

Students are going to use the image to demonstrate the following:

Have students work in small groups, and then present their findings.

Chapter 3. Geometry TE - Enrichment