- Then after doing this, allow students the time to work through some of the websites and explore the informa-
tion. - You can ask them to search through particular sites or allow this to be a general investigation time.
- Ask students to make a list of the sites that they explore and at least three things that are presented on the site.
IV.NotesonAssessment
- Look at the student maps and at the notes that the students make about the map.
- Is their work accurate?
- Are there patterns that they can find in the map having to do with perpendicular transversals?
- How can they be sure that the lines are perpendicular?
- What does this do to the angles formed?
Non- Euclidean Geometry
I.SectionObjectives
- Understand non- Euclidean geometry concepts.
- Find taxicab distances.
- Identify and understand taxicab circles.
- Identify and understand taxicab midpoints.
II.Cross-curricular-GameTime
- Review the basics of taxicab geometry, distances, circles and midpoints with the students.
- Have them work in small groups.
- Their task is to create a board game that uses the concepts of taxicab geometry.
- You can provide students with a piece of cardboard for a game board, index cards, dice or number cubes, and
small colored circle pieces. - Then set them to work.
- The students will need to create a grid for the “taxis” to move on.
- When finished, let the students play each other’s games.
- This can be very in depth and take several days for the students to work on.
III.TechnologyIntegration
- This is a very fun website that has the students go on a treasure hunt while using taxicab geometry.
- http://www.learner.org/teacherslab/math/geometry/shape/taxicab/
- Allow time for students to explore this website and hunt for the treasure.
- Then allow them time to play and then discuss what they have learned about taxicab geometry while hunting
for treasure.
IV.NotesonAssessment
- Create a rubric that gives the students guidelines on how their game will be graded.
- Then walk around and observe students as they work.
- When assessing the game, be sure to play it yourself or observe students playing it so that you can assess
whether the game works or not. - Provide feedback/correction as needed.
3.3. Parallel and Perpendicular Lines