- Perpendicular lines
- Parallel lines
- Transversals
- Corresponding angles
- Alternate interior angles
- Alternate exterior angles
- Consecutive interior angles
- Review converse and remind students that this is working backwards in a way.
Non- Euclidean Geometry
I.SectionObjectives
- Understand non- Euclidean geometry concepts.
- Find taxicab distances.
- Identify and understand taxicab circles.
- Identify and understand taxicab midpoints.
II.MultipleIntelligences
- This is a great lesson to differentiate because taxicab geometry lends itself to creative problems.
- Go through the material in this lesson, and then divide students into groups. Assign each group either a taxicab
distance or a taxicab circle. - The students then work to write a problem to determine a taxicab distance or a taxicab circle.
- After writing the problem, the students need to draw out a diagram that shows their problem and the solution.
- Finally, the students act out the problem and the solution to the problem. They can use desks or different
markers in the room to represent the area or “blocks” that they are working with. - Be sure that students understand the directions and whether or not they will be graded on their work.
- If you are using a rubric for grading, share it with the students prior to their work.
- Intelligences- linguistic, logical- mathematical, bodily- kinesthetic, visual- spatial, interpersonal, intraper-
sonal.
III.SpecialNeeds/Modifications
- Review circles including radius
- Write a definition for taxicab geometry, taxicab circles, taxicab distance and taxicab midpoint on the board.
- Request that students copy the information down in their notebooks.
IV.AlternativeAssessment
- This is a great opportunity to design a rubric for the activity.
- The rubric can be divided into three sections: the problem itself, the diagram and the skit.
- Students have many opportunities to excel in this assignment because of all of the different ways to participate.
- This could be used as a quiz grade or a classwork grade.
Chapter 4. Geometry TE - Differentiated Instruction