7" Grade Connected Mathematics 3 Unit 1: Shapes and Designs Two-Dimensional Geometry Unit 2: Accentuate the Negative Integers and Rational Numbers Unit 3: Stretching and Shrinking Understanding Similarity Unit 4: Comparing and Scaling Ratios, Rates, Percents, and Proportions Unit 5: Moving Straight Ahead Linear Relationships Unit 6: What Do You Expect? Probability and Expected Value Unit 7: Filling and Wrapping Three-Dimensional Measurement Unit 8: Samples and Populations Making Comparisons and Predictions~ Teacher Guide: Shapes and Design, Grade 7 (All items are from the Teacher Unit Guide, unless otherwise noted.) I. Unit Planning - Shapes and Design 1. Important Concepts 2, Unit Overview 3. Goals and Standards 4. Mathematics Background 5. Unit Introduction 6. Unit Project 7. Looking Ahead Il, Investigation 1 - The Family of Polygons A. Investigation 1 Overview Problem 1.1- Sorting and Sketching Polygons 1. AtAGlance 1.1 2, Problem 1.1 Overview 3, Launch 4. Explore 5. Summarize 6. __ Lab sheets and Resources (Teacher Resources)Problem 1.2- Ina Spin 1. AtAGlance 1.2 2. Problem 1.2 Overview 3. Launch 4. Explore (Directions for In a Spin found in Student Edition) 5. Summarize 6. __ Lab sheets and Resources (Teacher Resources) a. Need in a Spin Lab Sheet Problem 1.3- Estimating Measures of Rotations and Angles 1. AtAGlance 1.3 2. Problem 1.3 Overview 3. Launch 4. Explore a. Need Protractors 5. Summarize Lab sheets and Resources (Teacher Resources) Problem 1.4- Measuring Angles AtA Glance 1.4 Problem 1.4 Overview Launch Explore Summarize Lab sheets and Resources (Teacher Resources)Tl. : Problem 1.5- 6. AtA Glance 1.5 Problem 1.5 Overview Launch Explore Summarize Lab Sheets and Resources (Teacher Resources) G. Mathematical Reflections 1 Possible Answers to Mathematical Reflections H. Assessment: Check-Up 1 Possible Answers to Check-Up (Teacher Resources) Investigation 2- Designing Polygons: The Angle Connection A. Investigation 2 Overview Recommended tool: Class Set of Angle Rulers B. Problem 2.1- Angle Sums of Regular Polygons 1 2. 3. 4. 5. AtA Glance 2.1 Problem 2.1 Overview Launch Explore Summarize Lab sheets and Resources (Teacher Resources)Problem 2.2- Angle Sums of Any Polygon 1. 6 ALA Glance 2.2 Problem 2.2 Overview Launch Explore Summarize Lab sheets and Resources (Teacher Resources) Problem 2.3- The Bees Do It 4, 5. 6. AtA Glance 2.3 Problem 2.3 Overview Launch Explore ‘Summarize Lab sheets and Resources (Teacher Resources) Problem 2.4- The Ins and Outs of Polygons 1. 2. 6. ALA Glance 2.4 Problem 2.4 Overview Launch Explore Summarize Lab sheets and Resources (Teacher Resources) Mathematical Reflections L Possible Answers to Mathematical ReflectionsIv. G Assessment: Partner Quiz (Teacher Resources) 1 Possible Answers to Partner Quiz Investigation 3- Designing Triangles and Quadrilaterals A. B. Investigation 3 Overview Problem 3.1- Building Triangles 5. 6. AtA Glance 3.1 Problem 3.1 Overview Launch Explore a. Need Class Set of Polystrips Virtual Polystrips available in CMP3 Mathdashboard Summarize Lab sheets and Resources (Teacher Resources) Problem 3.2- Design Challenge II 1. 2 3. 4. 5. 6. AtA Glance 3.2 Problem 3.2 Overview Launch Explore a. Need Class Set of Protractors or Angle Rulers Summarize Lab sheets and Resources (Teacher Resources)Problem 3.3- Building Quadrilaterals 1. AtAGlance 3.3 2. Problem 3.3 Overview Launch 4. Explore 5. Summarize 6. Lab sheets and Resources (Teacher Resources) Problem 3.4- Parallel Lines and Transversals 1. AtAGlance 3.4 2. Problem 3.4 Overview 3. Launch 4. Explore 5. Summarize Lab sheets and Resources (Teacher Resources) Problem 3.5- Design Challenge III 1. AtAGlance 3.5 2, Problem 3.5 Overview 3. Launch 4, Explore 5. Summarize 6. Lab Sheets and Resources (Teacher Resources)Vi. G. Mathematical Reflections 1. Possible Answers to Mathematical Reflections Unit Closure A. Looking Back 1. Looking Back Answers B. Self-Assessment C. Assessment: Unit Test (Teacher Resources) 1. Possible Answers to Unit Test Appendix A ACE Answers B. Student BookletImportant Concepts Examples Polygon Polygon Names A shape formed by line segments Triangle: 3 sides and 3 angles 0 that each of the segments meets exactly two other segments, : Quadrilateral: 4 sides and 4 angles ‘segments meet are end points of Hexagon: 6 sides and 6 angles the segments Heptagon: 7 sides and 7 angles Co | CO | cteenrs eran aa Nonagon: 9 sides and 9 angles Ww \Yw Decagon: 10 sides and 10 angles Dedecagen: 12 sides and 12 angles Regular polygon: Polygons whose side lengths are equal and Irregular polygon: A polygon which either interior angle measures are equal. has two sides with different lengths or two angles with different measures. Line (oF mirror) Symmetry Rotational (or turn) Symmetry ithe pojgon fled over he ine of rey, the AApsigon wth tun aye ‘wohalves ofthe shope will match exact \ can be toed around ts canter fs se tan alm a st JS Koko same at ern soles of rotation, ‘Angles ray, ‘Angles are figures formed by two rays or line segments that have a common vertex. “ The vertex of an angle isthe point where the two rays meet or intersect. ee Angles are measured in degrees. ray ‘Angle Measures Work is done to relate angles to right on angles, to develop students’ estimation do" soe & ( [~ skils. Combinations and partitions 0f 90° are used. 30°, 45, 60°, 90 120°, 180", 270°, and 360° are used as benchmarks to estimate angle size. 180° +A The need for more precision requires 120 techniques for measuring angles. 90° Students use an angle ruler or protractor to measure angles. ‘Angles and Parallel Lines Students explore the angles created when two parallel lines are cutby aline. Theline that \._9 cuts (intersects) the parallel lines is called a transversal. Angles 1 and 5, angles 2 and 6, angles 3 and 7, and angles 4 and 8 are called corresponding angles. Angles 4 and 5 and ‘angles 3 and 6 are called alternate interior angles. Parallel lines cut by » transversal create As ‘equal corresponding angles and equal alternate interior angles. Se Parallel lines and transversals help explain some special features of parallelograms such as the ‘opposite angles have equal measures or that the sum of the measures of two adjacent angles is 180°. Polygons that Tile a Plane ‘ny three regular polygons can tle a plane: an equilateral wangle For regular polygon tote 2 plane, G0" angles) a square (0" angles) and regular hexagon (120" ares) the ongle measue ofan interior angle There are leo combinations of regular polygons tat wl le, such a5 must bea factor of 260 Zoocogons and a square TWiange Inequality Theorem ithe side lengths ar a,b, and then the sum of any two sides Thesum oftwo see lengihsofa «ss geeterthanthe hid: at b>c, bre>acta>b. 3 triangle must be greater than the a 3rd side length. € cin near Bates, Ais Rae.ey Unit Planning Y Unit Overview Unit Description Shapes and Designs is the second Unit in the CMP geometry strand. It develops students’ ability to recognize, display, analyze, measure, and reason about the shapes and visual patterns that are important features of our world, It builds on students’ elementary school exposure to simple shapes, as they begin analyzing the properties that make certain shapes unique. The Unit focuses on polygons and ton the edge and angle relationships of regular and irregular polygons (circles and other curves are explored in later units). A central theme is designing shapes under constraints. As students learn important criteria that determine shape, they apply these understandings to draw figures. In the Student Edition, the introduction to Shapes and Designs develops the broad theme of the Unit: out of all of the shapes we use as basic components in buildings and art, some simple figures occur again and again because of properties that make them especially attractive and useful. The goal of Shapes and Designs is to have students discover and analyze many of the key properties of polygonal shapes that make them useful and attractive. As students become observant of the multitude of shapes that surround them and aware of the reasons that shapes are used for specific purposes, they will be amazed by the visual pleasure and practical insights their new knowledge provides. ‘The approach to geometry in this Unit is somewhat unique. First, the primary focus of the Unit is on recognition of properties of shapes that have important practical and aesthetic implications, not on simple classification and naming of figures. While some attention is given to naming familar figures as needed, each Investigation focuses on particular key properties of figures and the importance of those properties in applications. We frequently ask students to find and describe places where they see polygons of particular types and to puzzle over why those particular shapes are used. “The overarching goal of the Unit isto develop the broad principle that form and function of natural and designed objects are intimately related. To reach that goal, itis necessary to develop student understanding and skills that are useful in describing and reasoning about shapes, especially polygons. The shape and funetion of a polygon are determined by the combination of sides and angles used to construct it. However, some polygons, like triangles, are rigid and often appear in building structures. Most quadrilaterals are not rigid, but are useful for other parts of structures and in designing folding chairs. The Unit has three main structural parts: (1) The Looking Ahead poses three important application questions that drive the Investigations and Problems: ‘What properties of a regular hexagon make it the shape of choice for the cells ‘of a honeycomb? Why do some shapes occur more often than others in the design of craft objects? Why are braces on towers, roofs, and bridges in the shape of triangles and not rectangles or pentagons? (2) Investigation 1 develops HEEEED shoves ana Designs Unit tanningunt > overview fundamental concepts, terminology, and techniques needed to characterize size and shape of polygons, especially angle measurement. (3) Investigations 2 and 3 develop and apply important properties of polygons in order to explain tessellation, structural rigidity/flexibility, and symmetry. Throughout the Unit, students develop an understanding of shape and how itis used in design, art, building, and nature by designing, sketching, and building shapes. In Investigation 1, students use variables to model quantities in the mathematical problem of finding total interior angle sums and the measure of each interior angle in regular polygons. In Investigation 2, students further verify the formulas they developed in Investigation 1 to extend to irregular polygons. Students will aso apply what they learned about interior angle measures to the concept of tessellations (tilings). Students will apply what they know about supplementary angles to develop the idea of exterior angles. Finally, in Investigation 3, students use tools such as protractors and rulers to draw figures, including triangles and quadtilaterals, given certain constraints. Summary of Investigations Investigation 1: The Family of Polygons This Investigation has five Problems. Problem 1.1 invites students to look for properties that distinguish polygons from other plane figures and ways that the family of polygons can be sorted into sub-groups with similar properties, After an introduction to the idea of a rotation and its connection to angles, Problem 1.2, engages students in a game designed to develop intuitive sense about benchmark angles that are multiples of 30° and 45° up to a full tun of 360°. Problem 1.3 builds on the benchmark ideas of rotation and angle measure to develop student ability to estimate and calculate by logical reasoning measures of angles and rotations that are drawn or described in words. Problem 1.4 develops student understanding and skill in the use of standard angle measurement tools—the ‘goniometer and the protractor. Problem 1.5 tests student understanding of angle measurement tools by giving design challenges in which students are to draw angles and polygons from given conditions. ‘The central objectives of the Investigation are to develop student understanding of critical polygon properties (especially degree measure for angles), their ability to estimate angle and rotation measures using benchmark angles, their skill in using standard tools for measuring and drawing angles, and the beginnings of their intuition about ways that triangular shapes can be characterized by minimal side and angle information. This understanding is critical to be able to design polygons under certain conditions as called for in the Common Core State Standards for Mathematics (CCSSM) for Grade 7. Investigation 2: Designing Polygons: The Angle Connection ‘The central objectives of this Investigation are to develop student understanding of several basic properties of polygons and their applications—the size and sums of interior and exterior angles, and the explanation of tessellations in designs like the surface of honeycombs. Unit overiow IRFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 This Investigation has four Problems. Problem 2.1 develops basic results about the interior angles of regular polygons, and Problem 2.2 generalizes those results to all polygons. Problem 2.3 examines the beehive surface tessellation and develops the result that triangles, quadrilaterals, and hexagons offer the only regular tilings of the plane. Problem 2.4 develops the concept of polygon interior and exterior and basic results about the size and sum of exterior angles in polygons (including the concept of supplementary angles). This understanding of the angle sum in a polygon is also important to designing polygons. Investigation 3: Designing Triangles and Quadrilateral The central objective of this Investigation is to develop student understanding of several basic properties of triangles and quadiilaterals. Attention is given to their applications in building structures and mechanical devices and creating works of art. It explicitly addresses CCSSM objective 7.G.A.2, which calls for drawing geometric figures with given conditions. Specifically, “Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.” In the prior Investigations, students did some constructing of shapes, which depended more on angles. This Investigation uses both angle and sicie-length conditions as constraints. This Investigation has five problems. Problem 3.1 engages students in exploration pa of conditions for construction of triangles when given three potential side lenaths, leading to discovery of the SSS congruence criterion, Problem 3.2 returns to the question of conditions that do and do not uniquely define triangles. Problem 3.3 explores the same question about quadrilaterals and reveals the structural instability of those figures. Problem 3.4 uses results from work on parallelograms to explore the angle relationships when paralel lines are cut by transversals. Problem 3.5 explores reflection and rotational symmetry in polygons and designs made from those figures. Students are then introduced to the Quadrilateral Game. This game engages students in a review of many important properties of common polygons, including side-angle relationships and symmetry. The game involves students drawing polygons on a grid with specific conditions. The students are then challenged to design a Triangle Game. Unit Vocabulary * angle ruler * parallel ines + rotation + complementary + polygon + rotation symmetry angles + protractor + supplementary * concave polygon ae angles * convex polygon eee + symmetry + degree ee + tessellation * exterior angles symmetry + tiling “ * interior angles * regular polygon « wansversal + irregular polygon « tight angle * vertical angles HEED sh2005 and designs Unit Ptaningmatniang wun, Brod ahem oo pamerguon an pau usueds « din 39249 « fep 4 din »pau9 avowssossy Fea | OISePy ReaD jos sodeys ‘sions ‘siowenoid‘sdiastiod (fayqyssen28) 1 e810 | V1 190U5q°7 (fayeysse028) 0¢ as1>103 "SDV 1 19945qe7 (fayqysso008) 62 asinioxg "SD¥L 3004=qe1 | sdiashiod « aoueg 20q fou seGuy a uonsen> ae Ply 6unpens PL eeusaet | uoaeioy ainse=yy sejBuyv vonseno | ve'L Ply Bunypea) EL 194sqe7 st ‘Moy eu nog | az't pry Sunpeo, Z 1 3e04sqe7 | s9ny moy e ul sno 2es sodeys « | 32'l Ply Bulypea, 69 280103 | SPUD .0F Pue SP gov }eysqey | a@'1 Ply Buypesy | i aspi8g | tray | cont wong | ve't ply Guypest | aang | | suo6éjoduon Sov WoysqeT | | pur suotiied ss0n08) | as;10%3 | EL piv Burpee BOWL iausqel | sfep9 | suoBKjoa jo Auwes ouL L Ee Cie ey eteMiea acts) syzeyg Guruueyg MaINano AINA,For a more rabust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 ed Planning Charts contiwed Pee eee ee Materials cect 2 Designing Polygons: The | 4days _| Labsheet 2ACE: Teaching Aid 2.18 ‘Angle Connection Exercise 2 Table (accessibility) | Regular Polygons Labsheet 2ACE: Teaching Aid 2.18 (ecessibiity) Patterns in Regular Labsheet 2.2 Polygons Trevor's and Casey's Methods | Teaching Aid 2.1C Different Sized Labsheet 2.44: Question A accessibilty) _| Regular Polygons iene Teaching Aid 2.28 ‘Question D Angle Sum of Triangle and shapes set, angle rulers ‘Guscdlstsial Teaching Aid 2.28 ‘Angle Sums of Any Polygon Teaching Aid 2.3 Honeycombs Mathematical Reflections 1 day * Partner Quiz ‘+ Spanish Partner Quiz continued on not page | Exercis 2 Seafolded Angle Sum | ‘Assessment: Partner Quiz | HEED se2p05.nd Desins Unit PlanningUNIT s u ‘OVERVIEW N 3 Constructing Polygons | édays | # Polystrips Teaching Aid 3.4 tie | Parallel and Building Triangles Nonparalle! Lines | (eccosstilty) Teaching Aid 3.58 | iatanase a2 Introduction Question B Teaching Aid 3.58 Labsheet 3.3: Symmetry Building Quadilaterals Teaching Aid 3.5 (accessibility) Quadrilateral Labsheet 3.44: Game Rules | Parallolograms (accessibility) | | Labsheet 3.4B | Questions AcE Labsheet 3.5 ‘Quadkilateral Game Grid Labsheet 3ACE: ~ Exercise 18 (accessibility) angle rulers, polystrips, | rulers, Quadrilateral Game Board, number cubes, geobouds i Weharatea Ricciors | aay Looking Back Yeday Assessment: Unit Project Optional, | Assessment Selt Assessment | Take Home | T= Sel assesment + Notebook | Chek | + Spanish Self-Assessment * Sparish Notabsok Cheekist Dasesinent Uni TOR Tay en 1 Sparith Ua Tet Total 2 daye | Materials for All | Investigations polystrips, protractors, rulers, shapes set, angle rulers, | ‘Quadrilateral Game Board, number cubes, geoboards: |For a more robust teacher experience, please visit Teacher Place at mathdashboard.corn/emp3 Block Pacing (Scheduting for 90-minute class periods) ieee Block Pacing ieee) Beet Problem 1.1 Yeday Problem 3.1 Ye day Problem 1.2 Yeday Problem 3.2 Yeday Problem 1.3 Ye day Problem 3.3 ta day — —— fa Problem 1.4 1 day Problem 3.4 Yeday Problem 1.5 Yaday Problem 3.5 day Mathematical Reflections | Y& day Mathematical Reflections | Yaday Problem 2.1 os | Problem 2.2 Problem 2.3 Problem 2.4 | Mathematical Reflections | Parent Letter + Parent Letter (English) «+ Parent Letter (Spanish) Shapes and Designs Unit Planningunit p.SOALS AND: MATHEMATICS UNIT “UNIT ‘OVERVIEW STANDARDS: “BACKGROUND °° INTRODUCTION.» PROJECT — on . Goals and Standards Goals Properties of Polygons Understand the properties of polygons that affect their shape. ‘+ Explore the ways that polygons are sorted into families according to the number and length of their sides and the size of their angles : * Explore the patterns among interior and exterior angles of a polygon ‘+ Explore the patterns among side lengths in a polygon * Investigate the symmetries of a shape—rotation or reflection + Determine which polygons fit together to cover a fat surface and why : + Reason about and solve problems involving various polygons Relationships Among Angles Understand special relationships among angles. * Investigate techniques for estimating and measuring angles * Use tools to sketch angles o~ + Reason about the properties of angles formed by parallel lines and transversals ‘ * Use information about supplementary, complementary, vertical, and ‘ adjacent angles in a shape to solve for an unknown angle in a multi-step problem Constructing Pelygons Understand the properties needed to construct polygons. * Draw or sketch polygons with given conditions by using various tools and : techniques such as freehand, use of a ruler and protractor, and use of technology * Determine what conditions will produce a unique polygon, more than one polygon, or no polygon, particularly triangles and quadrilaterals ‘+ Recognize the special properties of polygons, such as angle sum, : side-length relationships, and symmetry, that make them useful in : building, design, and nature : * Solve problems that involve properties of shapes Standards Common Core Content Standards 7.BE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. Investigation 2 Goals and standardsFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 7.BE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Investigation 2 7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from ‘three measures of angles or sides, noticing when the conditions determine a Unique triangle, more than one triangle, or no triangle. Investigations 1, 2, and 3 7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles ina multi-step problem to write and solve simple equations for an unknown angle in a figure. Investigations 1, 2, and 3 Facilitating the Mathematical Practices Students in Connected Mathematics classrooms display evidence of multiple Standards for Mathematical Practice every day. Here are just a few examples of when you might observe students demonstrating the Standards for Mathematical Practice during this Unit. Practice 1: Make sense of problems and persevere in solving them. Students are engaged every day in solving problems and, over time, learn {to persevere in solving them. To be effective, the Problems embody critical ~ concepts and skills and have the potential to engage students in making sense of mathematics. Students build understanding by reflecting, connecting, and communicating. These student-centered problem situations engage students in articulating the "knowns" in a problem situation and determining a logical solution pathway. The student-student and student-teacher dialogues help students not only to make sense of the problems, but also to persevere in finding appropriate strategies to solve them. The suggested questions in the Teacher Guides provide the metacognitive scaffolding to help students monitor and refine their problem-solving strategies, Practice 2: Reason abstractly and quantitatively. Students are required to reason abstractly and quantitatively throughout the Unit. As they develop a formula for the total angle sum for any n-gon, they eed to translate their relationship from words to mathematical and algebraic symbols. In Investigation 2, students need to think about what makes shapes tile the way they do with respect to angles around a point. Practice 3: Construct viable arguments and critique the reasoning of others. Throughout the Unit, students have opportunities to make conjectures and to defend or critique others. When examining the number of triangles that have a base of 2 units and a height of 1 unit, some students might claim that there is only one triangle that meets the criteria, when assuming the base and the height of the triangle are sides of the triangle. Others may point out that the height does not necessarily have to be a side of the triangle, which in turn allows students to reevaluate their conjectures and ideas. HEED S200 ana Designs Unit Planingunt psoas AND MATHEMATICS UNIT. unt OVERVIEW STANDARDS «BACKGROUND «INTRODUCTION PROJECT. Practice 4: Model with mathematics. Modeling with mathematics is prevalent throughout the Unit. Students are frequenty using the shapes from the Shapes Set to explore and model mathematics, In Problem 2.2, students can use the draw-and-tear technique to model the angle sums of triangles and quadrilateras. n Problem 2.3, students tee the Shapes Set to determine which polygons other than hexagons can create tessellations. Students may also experiment with combinations of polygons to see which can create tessellations, such as the regular octagon Used in conjunction with the square. Practice 5: Use appropriate tools strategically. Throughout the Unit, students frequently use measurement tools including angle rulers and protractors to veriy their conjectures. In Investigation 3, sr leats make frequent use of polystrips to create triangles and to examine the Uniqueness (ot lack thereof) of their triangles. Practice 6: Attend to precision. In investigation 3, this Practice is prevalent throughout the Problems that fequite students to administer instructions to create and replicate figures such Ss tangles and quadrilaterals. In Problem 2.2, for instance, students need to Jotermine the shortest possible message needed to tell a friend how to draw 6 replica of ther triangle. In this case, three pieces of information are needed ~ {three sides, two sides and an included angle, two angles and an included side) Furthermore, students also need to attend to the clarity of their message in ‘addition to the steps needed to draw the replica of the triangle. Practice 7: Look for and make use of structure. “Throughout the Unit, students have opportunities to look at the structural ideas of a concept. In Problem 1.1, students group shapes and examine ‘characteristics of them such as the number of sides, side lengths, angle size, and whether sides are parallel or not. Practice 8: Look for and express regularity in repeated reasoning. ‘As students work to develop formulas for angle sums, opportunities present themselves for them to seek patterns and reason about them. In Problem 2.1, for example, students may notice that there is a relationship between the number of sides of a regular polygon and the measure of each angle. By Seeking a pattern in a table, students can use repeated reasoning to complete information for unknown figures, such as those with seven or more sides. i Students identify and record their personal applications of the Standards for ' Mathematical Practice during the Mathematical Reflections at the end of each Investigation. Goats and Standards-A2*) Fora more robust teacher experience, please visit : Teacher Pace at mathdashboard.com/emp3 'Y Mathematics Background Extending Und itanding of Two-Dimensional Geometry In Grade 6, area and perimeter were introduced to develop the ideas of ‘measurement around and within polygons in Covering and Surrounding. Unit focuses on polygons beyond triangles and quadrilaterals, developing the relationships between sides and angles. These relationships lead to such ideas as tessellations (tilings) of figures and reflection and rotation symmetry. Attention is also given to the conditions needed to construct triangles and quadrilaterals, This leads to criteria for congruence of triangles, which is explored in the Grade 8 Unit Butterflies, Pinwheels, and Wallpaper. Students also strengthen their measurement skills. Students make and defend conjectures that relate the sides and angles of a polygon. Students also model relationships using variables, a concept first seen in Variables and Patterns. The development in Shapes and Designs is based on the van Hiele theory of geometry learning. We begin by building from students’ experiences with recognition of shapes and classification of shapes in elementary grades. Then, we move on to analyzing the properties of those shapes. The overall development progresses from tactile and visual experiences to more general and abstract - reasoning. We assume students have had some prior exposure to the basic shapes and their names. A simple polygon is a planar figure consisting of at least three points 1, P2y---Pny called vertices, that are connected in order by line segments. These line segments are called sides (with point p, connected to point py) so that no two sides intersect except as prescribed by the connection of consecutive vertices. Figures with pieces that are not line segments, figures that cannot be traced completely from any vertex back to that vertex, figures that do not lie in a single flat surface, and figures that have sides crossing at points other than vertices are not usually called polygons. Those distinctions are illustrated in the display of polygons and onpolygons at the start of Investigation 1 in the Unit. Shapes and Designs Unt Planning© p matuenarics BACKGROUND Polygons are generally named by the number of sides and described with several other spacial adjectives. Below is a summary of the types of polygons. Allinteror convex ‘angles measure fess than 180% Atleast one angle measures (greater than 180° concave All sides Regular {and angles ‘equal Not al sides or angles are equal, Irregular | Alivertices cydie lie one | single circle, In this Unit, we will focus on simple convex polygons. continued ow nowt poge Mathematics Background ERILook for these icons that point to honed content Tscher Pace @@) Mico. Gp bteartve content ‘An important distinction to keep in mind in geometric units is that a polygon consists of only the line segments (or sides) that make up the polygon. These line segments enclose a region of the flat surface. This region is sometimes called the interior of the polygon or polygonal region. The points in the interior are not part of the polygon, and the points on the sides of the polygon are not part of the interior. We can also talk about the exterior region of a polygon—this is, the set of points that are neither on the polygon nor in the interior of the polygon. The distinctions that hold for polygons and polygonal regions also hold for any closed plane figure, including circles. Inthe Grade 6 Unit Covering and Surrounding, the primary focus was on perimeter of the polygon and area of the polygonal region. Technically speaking, when we talk about area we should say “area of the rectangular region or triangular region,” and so on, but it has become common practice to say “area of a rectangle.” Itis understood that this is the area of the interior of the rectangle or the area of the rectangular region created by the rectangle. The distinction between polygon and polygonal region is important to note so that students do not take away Unintentional misconceptions from the work or discussion in class. Tessellations The first big question presented in Shapes and Designs, to motivate analysis cof polygons, is the problem of tiling, or tessellating, a flat surface. The key is that among the regular polygons (polygons with all edges the same length and all angles the same measure), only equilateral triangles, squares, and regular hexagons will tile @ plane. Many other figures, and combination of figures, can be used to tile a flat surface. When one understands the important properties of simple polygons, one can create an abundance of aesthetically appealing tiling patterns, complete with artistic embellishments in the style of artist M. C. Escher. However, itis the discovery of the important properties of the figures that make the tiling possible, not the tiling question itself, that is one of the foci of the Unit. Shapes and Designs Unit PlanningMATHEMATICS «= UNIT 0 BACKGROUND Pl For regular polygons to tile a flat surface, the angle measure of an interior angle must be a factor of 360. So, an equilateral triangle (60° angles), a square (90° angles), and a reqular hexagon (120° angles) are the only three regular polygons that can tile a flat surface. Copies of each of these will fit exactly around ‘a point ina flat surface (or plane). There are eight combinations of regular polygons that will tile. The numbers in parentheses refer to the polygon by side number—8 means a regular octagon, & means a regular hexagon, etc. The sequence of numbers represents the order they appear around a vertex of the tiling. Visit Teacher Place at mathdashboard.com/emp3 to see the complete image gallery for the example below. 2 octagons and 1 square Note that there are two arrangements with triangles and squares, but depending on the arrangement they produce different tile patterns, so order is important. In addition, any triangle or quadrilateral will tile a flat surface as in the ae — AINA continued, ow nowt page aber BackgroundLook for these icons that point to enanctd conc Techy Pace > Wieo C=) itera conart roa Symmetries of Shapes Among the most important properties of polygons are reflection and rotation symmetry. Reflection symmetry is also called mirror symmetry, since the half of the figure on one side of the line looks like it is being reflected in a mirror. ‘A polygon with reflection symmetry has two halves that are mirror images of ‘each other. If the polygon is folded over the line of symmetry, the two halves on of the polygon match exactly Reflection Symmetry Rotation symmetry is also called turn symmetry, because you can turn the figure around its center point and produce the same image. All shapes have “trivial” rotation symmetry in the sense that they can be rotated 360° and look the same as before the rotation. When we determine whether or not a shape “has” rotation symmetry, we check for rotation symmetry for angles less than 360°. Sioapexend Beslan Unit PanningUNIT GOALS AND MATHEMATICS UNIT ont OVERVIEW SiANDARDS PP BACKGROUND INTRODUCTION —_—PROJECT However, the convention is that once we determine that a shape has rotation symmetry, when counting the rotation symmetries, we include that “trivial” rotation as well. For example, the shape below has 2 rotation symmetries: 180° and 360°. This convention works out nicely because we can say that square has four rotation symmetries, a regular pentagon has five rotation symmetries, and a regular hexagon has six rotation symmetries. In general, a regular polygon with n sides will have n rotation symmetr Angle Measures The shape of a polygon is strongly inked to the measures of angles formed where its sides meet. One standard definition of angle is the union of two rays with a ‘common endpoint. Any pair of adjacent sides in a polygon determines an angle if one imagines those sides extended without bound away from the common vertex. The concept of rotation symmetry leads to another way of thinking about angles as descriptors of turning motions—carrying one side of an angle onto the other. Both of these conceptions of the term angle are developed in this Unit. A third conception of angle as a region (lke a sector of a circle or a piece of pizza) is introduced in the ACE exercises of the Unit. In all contexts for thinking about angles, itis usually helpful to measure the figure ‘or motion being studied. For students, it is important to have both informal “angle sense” and skill in use of standard angle measurement tools. Angle sense is developed in this Unit by starting from the intuitive notion that an angle of measure one degree is 35 of a right angle or square corner or 345 of a complete turn. Then, students develop familiarity with important benchmark angles (multiples of 30° and 45° ) by playing the game Four in a Row on a circular grid. rity with common benchmark angles will pay many dividends in future angles. ‘The need for more precision in angle measurement leads to theory and techniques for measuring angles by the introduction of two common measuring tools. The goniometer (goh nee AHM uh tur), or angle ruler, isa tool used in the medical field for measuring angle of motion or the flexibility in body joints, such asknees. continued on nex page Mathematics BackgroundLook for these icons that point 10 3 enhanced contin ascot Paco CQ) Wieo (>) trv Coven i rivet yy ated” sa Ug Tull tusys fda aod The protractor is another tool commonly used in the classroom to measure angles. The next diagram illustrates why another method for measuring angles with the angle ruler, called the gripping method, gives the same results as placing the rivet over the vertex of the angle being measured. The overlap of the sides of the ruler forms a rhombus as you separate them Ina rhombus, opposite angles are equal. This means that the rhombus angle at the rivet and the opposite angle are equal. The angle opposite the rivet in the thombus is also equal to the angle between the sides, since they are vertical angles (ie. angles formed by two intersecting lines). So, when you place a shape ~ between the arms of the ruler, the angle at the rivet has the same measure as the angle between the arms. HEBRED stoves ond Desions Uni PanningoN AN) py MATHEMATICS i BACKGROUND NTROBUCTION ‘One of the critical understandings to develop about angle measurement is the fact that the measure of an angle does not depend on the lengths of the sides ina drawing. When we measure angles, we are measuring the “opening” or tum between the edges of the angle. The lengths of the two edges in a specific drawing do not affect the measure of the angle. Angle Sums in Polygons One of the most important theorems in all of Euclidean geometry states that the sum of the angles of any triangle is ehvays equal to a straight angle, or 180°. ‘This property of triangles and the application to angle sums of other polygons is developed experimentally, since, in most formal developments of geometry, its standard proof depends on a subtle axiom about parallel ines that is not developed in this Unit. Based on that property of triangles, students can then reason to more general results about the angle sum of quadrilaterals and other polygons by showing how those figures can be decomposed into triangles. One way to reason about the angle sum in a polygon is to triangulate the polygon. Start at any vertex and draw all possible diagonals from that vertex. Triangulating 2 quadrilateral gives two triangles, triangulating a pentagon gives three triangles, triangulating a hexagon gives four triangles, and so on. Each time the number of sides increases by one, the number of triangles increases by one. “The umber of tangles formed by drawing lagonasfrom a given ‘even tol other nonadjacentvrtiees na palygon i equal 9.02 “aor 80° > “he total ntrioe angle measure of any polygon is Tato 2) 107 We can use symbols to state a rule for this pattern. If we let a represent the number of sides in a polygon, then n— 2 represents the number of triangles we get by triangulating the polygon. If we multiply by 180° for each triangle, we have the formula: (n— 2) x 180° = the angle sum in an n-sided polygon. Note that this is true for both regular and irregular polygons. continued ow not page Mathematics BackgroundEy ‘Look for these icons that point to enhance corenin Tosco aco GQ ito pierce content ‘Another method that students may use is to draw all the line segments from a point within a polygon to each vertex. This method subdivides the polygon into n triangles. In a quadrilateral, four triangles are formed. The number of triangles is the same as the number of vertices or sides of the quadrilateral. In the pentagon five triangles are formed. Again, the number of triangles is equal to the number of les or vertices of the pentagon. The sum of the angles of the four triangles in the quadrilateral is 180° x 4, However, this sum includes 360° around the central point. Therefore, to find the sum of the interior angles of the quadrilateral, 360° must be subtracted from the sum of the angles of the four triangles. The sum of the interior angles of the quadrilateral is 180° x 4 — 360° = 360°, ‘The sum of the angles of the five triangles formed in a pentagon is 180° x 5. However, this sum also includes 360° around the central point. So, to find the sum ‘of the interior angles of a pentagon, 360° must be subtracted from the sum of the angles of the five triangles. The sum of the interior angles of the pentagon is 180° x 5 ~ 360° = 540°. We notice that the sum of the interior angles of a quadrilateral or pentagon is 180° times the number of sides minus two. For the quadrilateral, the sum is 180° x (4 ~ 2) and for a pentagon, the sum is 180° x (5 — 2). This method works for any polygon. For a polygon with n sides, the sum of its interior angles is: 180° x n ~ 360° = 180° x (n= 2). Interior Angles of Regular Polygons If a polygon is regular, we can find the number of degrees in one of the angles by dividing the sum by the number of angles. The expression ("—2)* 180° represents the measure of each angle of a regular sided polygon. Students may notice that as the number of sides of a regular polygon increases, ‘the measure for each interior angle also increases. This measure actually approaches 180°, which occurs as the shape of the polygon approaches a circle. Exterior Angles of Regular Polygons In a regular polygon of n sides, the sum of the interior angles is (n— 2) x 180°. The measure of each angle is #2 180 So, the measure of each corresponding exterior angle is 180° - !2°—2)X 180" the sum of n exterior angles = 180% — (n-2) x 180° = 180%n — 180% + 360° = 360° Shapes and Designs Unit PlanningUNIT GOALS AND MATHEMATICS NIT uNTT OVERVIEW STANDARDS: sACKGROUND. RODUCTION PROJECT EEE “This formal reasoning is probably less convincing to most Grade 7 students than the activity described in Problem 2.4 where students imagine walking around a polygon and thinking about how they complete one full turn of their direction, or a rotation of 360°. Exploring Side Lengths of Polygons While angles are important determinants of the shape of any polygon, side lengths play a critical role as well. Some experiments with actual polystrip pieces will make several key properties of triangles and quadrilaterals clear. First, for any three sides to make a triangle, the sum of each pair of side lengths ‘must be greater than the third, This side length results called the Triangle Inequality Theorem. Angles and Parallel Lines Many important geometric structures make use of parallel lines, soit is useful to know how to check whether two given lines are parallel and how to construct parallel lines. The key principle in both tasks is the relationship between parallel lines and any third line that intersects them. Below is a pair of parallel lines that are intersected by a third line. The line that intersects the parallel lines is called a transversal. As the transversal intersects the parallel lines, it creates several angles. Parallel Lines and a Transversal Summary Corresponding angles are congruent. Alternate interior angles are congruent. ; wn Opposite (vertical) angles are congruent. aa Supplementary angles have a sum of 180°. continued, on negt page Mathematics Background QlLook for these icons that point to : tehanced conten Tacos Pace) ieo Cp rave contr . ‘Angles a and e, angles b and f, angles c and g, and angles d and h are called corresponding angles. Angles d and e and angles c and f are called alternate interior angles. Parallel lines cut by a transversal create congruent (equal measure) corresponding angles and congruent alternate interior angles. Also note that if two lines intersect, they create two pairs of congruent opposite angles. In the diagram, angles b and care congruent and so are angles a and d, e and h, and fand g. These pairs of angles are commonly called vertical angles. Angles b and d are supplementary angles. Their sum is 180°. At this point names are not stressed—only the relationship among the angles. Parallelograms are defined in the Unit as quadrilaterals with opposite sides parallel. There are other equivalent definitions (e.g., one pair of parallel and ‘congruent opposite sides). However, the focus on parallel lines is appropriate to the name “parallelogram.” Congruence Conditions ‘One central theme of Investigation 3 focuses on how various combinations of side lengths and angle measurements determine the shape of a polygon. A question to pose is, "How much information about a polygon do you need to specify its shape exactly?” Clearly, you cannot replicate a triangle if all you know is the length of one side or the measure of one angle. It certainly ought to be possible to reconstruct a triangle if you know all the side lengths and angle measures, but how ~ about two pieces of information? How about three? One of the fundamental results of Euclidean Geometry is a set of necessary and sufficient conditions to guarantee that two triangles are congruent. The most ‘common three such criteria are: If two sides and the included angle of one triangle are congruent respectively to two sides and the included angle of the other, the triangles will be congruent (in all parts). This condition is commonly known as the Side-Angle-Si SAS Theorem. two sides and the included angle of one triangle are congruent respectively to two sides and the included angle of another triangle, the triangles wll be congruent (inal pars) < F bem, bem, aS, pt Ae ‘This condition is commonly known as the Side-Angle side (oF SAS Postulate. oe In the diagram above, AB = DE, 2A = 2D, and AC = DF. ‘So AABC = ADEF by the SAS Postulate. ‘Shapes and Designs Unit PlanningMATHEMATICS BACKGROUND. If two angles and the included side of one triangle are congruent respectively to two angles and the included side of the other, the triangles will be congruent (n all parts). This condition is commonly known as the Angle-Side-Angle or ASA Theorem. If two angles and the included side of one triangle are congruent respectively to two angles and the included side of another triangle, ‘the triangles will be congruent (in all parts) f hy Ps “ Tin ee Ton ie ‘Tis condition is commanly known as the Angle-Side-Angle or ASA Postulate. Inthe diagram above, 2 = £0, AB = DE, and 28 = ce, So ABC = ADEF by the ASA Postulate If the three sides of one triangle are congruent to three corresponding sides of the other, the triangles will be congruent (in all parts). This condition is commonly known as the Side-Side-Side or SSS Theorem, If the three sides of one triangle are congruent to three corresponding sides of another triangle, the triangles vill bbe congruent fin all parts) 8 E a Ne oa a A a co aR f ‘This condition is commonly known asthe Side-Side-Sde or $55 Postulate, In the diagram above, AB ~ DE, BC~ EF, and AC = OF 50 ABC = ADEF by the $55 Postulate There are some other special congruence criteria, but these three are the most ‘common and useful. f you know less about the two triangles, you cannot be sure that they are congruent. You might know other sets of three measurements and still not be sure that the triangles are congruent. For example, if the three angles of one triangle are congruent respectively to the three angles of another, the triangles will be similar but not necessarily congruent. Also, there are some combinations of measurements in the SSA pattern that produce three congruent corresponding parts, but not congruent triangles. ‘The theme of criteria guaranteeing congruence for triangles will be revisited ‘much more detail in CMP Grade 8 Units. At this point what we aim for is an formal understanding of how certain kinds of knowledge about a triangle are telling. For an interesting extension of the idea, you might ask students to see how much information they would need about a quadrilateral to know its shape precisely. The simplest way to think about this question is to ask, "How could I start drawing a quadrilateral that will have the same shape as another quadrilateral?” Mathematics Background EAI =For a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 ——— ~ } Y Unit Introduction Using the Unit Opener ‘One way to introduce your students to this Unit is to ask them to think about the questions posed at the start of the Unit about the geometric structures that appear in natural and designed objects—bechives, patterns in crafts, and the frames of bridges, buildings, and other familar structures. ‘* Why are the surfaces of beehives covered with identical hexagons? * What shapes appear in the quilt that is pictured and why those shapes? ‘+ Why do we see so many triangles in the structures of towers, bridges, and other objects? Close this discussion and transition to Investigation 1 by making the point that in this Unit, students will review and extend their knowledge about geometric shapes, their properties, and their uses. You might point explicitly to the ‘Mathematical Highlights page that follows the Looking Ahead questions. HEMEZD shapes and designs Unit PanningINTRODUCTION : « unit GOALS AND. MATHEMATICS. UNTT >t OVERVIEW STANDARDS” BACKGROUND “7 Unit Project Introduction The Unit Project “What | Know About Shapes and Designs” is an integral part of the assessment in Shapes and Designs. The Unit Project asks students to synthesize and summarize their learning from the Unit. It is introduced prior to Investigation 1. At the close of each Mathematical Reflection, students will be asked what ideas from the preceding Investigation seem important or attractive for inclusion in a presentation of their Unit Project. ‘As you near the end of the Unit, you will want to discuss the Unit Project with the students in detail. Their collection of information should be close to complete, and they should begin thinking about how to present it. Differentiated Instruction Encourage students to consider a wide variety of formats for presenting their ~ ideas, Each student should decide what form his or her Unit Project will take—such } asa story, a report, a book, a movie, a slide show, a poster or set of posters, or @ mobile. They may even choose a combination of formats. You might suggest that students research information about architecture and design to help stimulate ideas. Stress that you expect them to use the vocabulary and concepts from the Unit. Although students should be encouraged to be creative, the emphasis of the project should be on mathematical content. Sample Scoring Rubric This rubric for scoring the Unit Project employs a scale that runs from 0 to 4, with 4+ for work that goes beyond what has been asked for in some unique way. You may use the rubric as presented here or modify it to fit your district's requirements for evaluating and reporting students’ work and understanding. 4+ Exemplary Response ‘* Complete, with clear, coherent explanations '* Shows understanding of the mathematical concepts and procedures + Satisfies all essential conditions of the problem and goes beyond what is. asked for in some unique way 4. Complete Response ~ ‘* Complete, with clear, coherent explanations '* Shows understanding of the mathematical concepts and procedures isfies all essential conditions of the problem Unit ProjectFor a more robust teacher experience, please visit : : Teacher Place at mathdashboard.com/emp3 ~~ 3 Reasonably Complete Response * Reasonably complete; may lack detail in explanations * Shows understanding of most of the mathematical concepts and : procedures * Satisfies most of the essential conditions of the problem 2 Partial Response * Gives response; explanation may be unclear or lack detail * Shows some understanding of some of the mathematical concepts and procedures * Satisfies some essential conditions of the problem 1 Inadequate Response * Incomplete; explanation is insufficient or not understandable * Shows little understanding of the mathematical concepts and procedures * Fails to address essential conditions of problem © No Attempt * Irrelevant response = * Does not attempt a solution * Does not address conditions of the problem a ED Shapes and Designs Unit PlanningHow can mathematics be used ‘to measure the difficulty of spins. and flips by snow boarders and skate boarders? What properties ofa regular hexagon make it the shape ~ of choice forthe cells ofa honeycomb? Why are braces on towers, roofs and bridges in the shapes of triangles and not rectangles or pentagons? 2.) Shopes and Dsigns Notes. Soo ~ Shapesand Designs Unit Planningacinar called sides. Many of the Problems will YRS Penrith licen Ng Rats es eeu un ee Mecano tat PON ime nui arent ty rete ete Luan) ane t student Page~ Mathematical Highlights Shapes and Designs work on tasks that require drawing, building, measuring, and T: Problems ofthis Unit explore properties of polygons. Through soning bout the size and shape of polygons, ou wl learn: How to sort polygons into classes according to the number, size, and relationships oftheir sides and angles How to find angle measures by estimation, by use of tools like protractors and angle rulers, and by reasoning with variables ‘and equations Formulas for finding the sum of the interior and exterior angles inany polygon, The relationships of complementary and supplementary pairs of angles, such as those formed by interior and exterior angles of polygons, and in figures where parallel lines are cut by ransversals How to apply and design angle-side measurement conditions needed for drawing triangles and quadtilaterals with specifi properties, ‘The symmetry ling, and rigidity or exibility properties of polygons that make them useful in buildings, tools art andl craft designs, and natural objects ‘As you work on the Problems in this Unit, ask yourself these ‘questions about situations that involve shapes. What do these polygons have in common? How do they differ from each other? When should | use estimation, freehand drawing, or special tools to measure and construct anglos and polygons? How do the side lengths and angles of polygons determine their shapes? Why do certain polygons appear so often in buildings, artistic designs, ‘and natural objects? How can I give directions for constructing polygons that meet conditions of any given problem? Shapes an Desins Unit PlaningCommon Core State Standard: Mathematical Practices and Habits of Mind In the Connected Mathematics curriculum you will develop an understanding of important mathematical ideas by solving problems ‘and zelleting on the mathematics involved. Every day, you will use “habits of mind" to make sense of problems and apply what you learn to new situations. Some ofthese habits are described by the Common Core State Standards for Mathematical Practices (MP), MP1 Make sense of problems and persevere in solving them. When using mathematics to solve a problem, it helps to think carefully about + data and other facts you are given and what adaiional information you need to solve the problem: «strategies you have used to solve similar problems and whether you could solve related simpler problem first; + how you could express the problem with equations, dlagrams, or graphs; + whether your answer makes sense. MP2 Reason abstractly and quantitatively. ‘When you are asked to solve a problem, toften helps to + facus fist on the key mathematical ideas; + check that your answer makes sense in the problem setting + use what you know about the problom setting to guide your ‘mathematical reasoning MP3 Construct viable arguments and critique the reasoning of others. When you are asked to explain why a conjecture is correct, you ean + show some examples that ft the claim and explain why they Mt; + show how a new result fllows logically fom known facts ‘and principles. ‘When you believe a mathematical claim is incorrect, you can + shove one ot more counterexamples—cases that don't fit the claim; + find steps in the argument that do not follow logically from prior claims. amen Cor Site Standards Student PageMP4 Model with mathematics. ‘When you are asked to solve problems, itoften helps to + think carefully about the numbers or geometric shapes that are the ‘most important factors in the problem, then ask yourself how those factors ate related to each other; + express data and relationships in the problem with tables, graphs, diagrams, or equations, and check your result to see iit makes sense. MPS Use appropriate tools strategically, ‘When working on mathematical questions, you should always, «+ decide which tools are most helpful for solving the problem and wity; + ya different tool when you get stuck, MP6 Attend to precision. {In every mathematical exploration or problem-solving task, iis important to + think carefully about the required accuracy of results; isa number estimate or geometric sketch good enough, orisa precise value or drawing needed? + report your discoveries with clear and correct mathematical language that ean be understood by those to whom you are speaking or writing, MP7 Look for and make use of structure, In mathematical explorations and problem solving itis often helpful + look for paterns that show how data points, numbers, or geometic shapes are related to each other, + use patie to make predictions. MMPS Look for and express regularity in repeated reasoning. ‘When results ofa repeated calculation show a pattern, ithelps to + express that pattern as a general rue that can be used in similar cases; + look or shorteuts that will make the calculation simpler in other cases. ‘You will use al of he Mathematical Practices in this Unit. Sometimes, ‘when you lookata Problem, itis obvious whieh practice is most helpful. At ‘other times, you will deide on a practice o use during class explorations ‘and discussions, After completing each Problem, ask yourset: ©) + What mathemati have eared by sling this Problem? © + What Mathematical Practices were helpful in learning this mathomatics? MRED pes snsdeons Notes ‘Shapes and Designs Unit PlanningUnit Project What I Know a tf Phapes anh L As you workin this Unit, you willbe asked to think about the characteristics of different shapes. You will determine how unusual a shape can be and still be a wiangle, quadrilateral, pentagon, or hexagon, ‘You will also be asked to think about the relationships among these shapes. Itis these charactoristies of shapes and the relationships among them that affect the designs you see in your world (One ofthe ways you will be asked to demonstrate your understanding of the mathemati inthe Unit is through a final project. Atthe end of the Unit, ou will use what you have learned to create a project. Your project ccan bea story, book, a poster, a report, a mobile, a movie, or slide show. Triangle shapes Unit Project Wal Know Abou Shapes ondDesons AND 39vd LN3GNISnT The Family of Polygons Y Investigation Overview Investigation Description ‘This Investigation has five Problems. The first Problem invites students to look for properties that distinguish polygons from other plane figures and ways that the family of polygons can be sorted into sub-groups with similar properties. After ‘an introduction to the idea of a rotation and its connection to angles, the second Problem engages students in a game designed to develop intuitive sense about benchmark angles that are multiples of 30° and 45° up to a full turn of 360°. The third Problem builds on those benchmark rotation and angle measure ideas to develop student ability to estimate and calculate by logical reasoning measures of angles and rotations that are drawn or described in words. The fourth Problem develops student understanding and skill using standard angle measurement ‘tools—the goniometer and the protractor. The fifth Problem tests student understanding of angle measurement tools by giving students design challenges in which they draw angles and polygons from given conditions, The objectives of the Investigation are to develop student * understanding of critical polygon properties (especially degree measure for angles) « ability to estimate angle and rotation measures using benchmark angles * skill n using standard tools for measuring and drawing angles + intuition about ways that triangular shapes can be characterized by minimal side and angle information ‘This understanding is critical to be able to design polygons under certain conditions called for in the CSS for Grade 7. Investigation Vocabulary * complementary angles * right angle * degree + supplementary angles Mathematics Background oe = Angle Measures * Polygons HEEETD | shepes.end designs investigation 1 The Famiy of PolygonsPlanning Chart INVESTIGATION GOALS AND OVERVIEW STANDARDS: — —————eeeeeSSSSSSSSSSSSSSSsSsese Corer es Problem 1.1 14, | Tday | Labsheet 1ACE: 37-44, Exercise 1 (accessibility) Polygons and 46, Letshes ACE Nonpolygons ores Exercise 2 Labsheet 1ACE Exercise 64 Labsheet 1ACE Exercise 69 | « Shapes Set Shapes Set Problem 1.2 59,45, | day | Labshoot 1.2 | Teaching aid 1.20 7-48, | Four ina Row Angles S667 | + Polystrips Teaching Aid 1.28 eee 45° and 30° Grids | Teaching Aid 1.2C Four in @ Row Rules Teaching Aid 1.2D 1s Problem 1.3 10-18, | tday | Labsheet 1.3 Teaching Aid 1.38 | 29, | Question A Angles Measure Rotation 49-84 Labsheet 1ACE: Teaching Aid 1.38 Exercise 29 (accessibility) Honeybee Dance Problem 14 19-28, | 2days | Labsheet 1.4 30-32, ‘Question & Angles 55-57, Labsheet 1ACE: 69 Exercise 30 (accessibiliy) Labsheet 1ACE: Exercise 31 (accessibility) 4 angle rulers, protractors Problem 1.5 33-36, | tday | rulers, angle rulers, protractors 58-63 Mathematical vidy | Reflections : | Assessment: Yaday | © Check Up © Assessments | Check Up Answer Key Investigation OverviewFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/cmp3 —_— ~ Goals and Standards Goals Properties of Polygons Understand the properties of polygons that affect their shape: * Explore the ways that polygons are sorted into families according to the number and length of their sides and the size of their angles Explore the pattems among inter f and exterior angles of a polygon Explore the patterns among side lengths in a polygon «© Investigate the symmetries of a shape—rotation or reflection ig y PF © Determine which polygons fit together to cover a flat surface and why ‘© Reason about ind solve problems involving various polygons Relationships Among Angles Understand special relationship among angles: * Investigate techniques for estimating and measuring angles * Use tools to sketch angles a + Reason about the properties of angles formed by parallel lines and transversals © Use information about supplementary, complementary, vertical, and adjacent angles in a shape to solve for an unknown angle in a multi-step problem Constructing Polygons Understand the properties needed to construct polygons: * Draw or sketch polygons with given conditions by using various tools such as a ruler and protractor or technology, and techniques such as freehand * Determine what conditions will produce a unique polygon, more than one polygon, or no polygon, particularly triangles and quadrilaterals * Recognize the special properties of polygons, such as angle sum, side- length relationships, and symmetry, that make them useful in building, design, and nature * Solve problems that involve properties of shapes EG Shapes and Designs Investigation 1 The Family of Polygons.INVESTIGATION GOALS AND : OVERVIEW, STANDARDS ————— Mathematical Reflections Look for evidence of student unclerstanding of the goals for this Investigation in their responses to the questions in Mathematical Reflections. The goals addressed by each question are indicated below. 1. What are the common properties of all polygons? Goals * Explore the ways that polygons are sorted into families according to the number and length of their sides and the size of their angles 2. What does the measure in degrees tell you about an angle and what are some common benchmark angles? Goal * Investigate techniques for estimating and measuring angles 3. What strategies can be used to estimate angle measures? To deduce angle ‘measures from given information? To find accurate measurements with tools? Goal * Investigate techniques for estimating and measuring angles Standards Common Core Content Standards 7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Problems 1 and 5 Facilitating the Mathematical Practices Students in Connected Mathematics classrooms display evidence of multiple Common Core Standards for Mathematical Practice every day. Here are just a few examples of when you might observe students demonstrating the Standards for Mathematical Practice during this Investigation. Practice 1: Make sense of problems and persevere in solving them. Students are engaged every day in solving problems and, over time, learn to persevere in solving them. To be effective, the Problems embody critical concepts and skills and have the potential to engage students in making sense of mathematics. Students build understanding by reflecting, connecting, and ‘communicating, These student-centered problem situations engage students in articulating the "knowns" in a problem situation and determining a logical solution pathway. The student-student and student-teacher dialogues help students not only to make sense of the problems, but also to persevere in finding appropriate strategies to solve them. The suggested questions in the Teacher Guides provide the meta-cognitive scaffolding to help students monitor and refine their problem-solving strategies. Goals and StandardsFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 Practice 3: Construct viable arguments and critique the reasoning of others. Throughout the Unit, students have opportunities to make conjectures and to ing the number of triangles that have : a base of 2 units and a height of 1 unit, some students might claim that there is only one triangle that meets the criteria, when assuming the base and the height of the triangle are sides of the triangle. Others may point out that the height does not necessarily have to be a side of the triangle, which, in turn, £ allows students to reevaluate their conjectures and ideas. Practice 7: Look for and make use of structure. ‘Throughout the Unit, students have opportunities to look at the structural ideas of a concept. In Problem 1.1, students group shapes and examine their characteristics such as the number of sides, side lengths, angle size, and whether sides are parallel or not. Students identify and record their personal experiences with the Standards for Mathematical Practice during the Mathematical Reflections at the end of the Investigation : REED shapes and Designs Investigation 1 The Family of PolygonsPNGEMCLEIalecMy Problem 1.1 Pacing 1 Day ‘ 1 , 1 Sorting and Sketching Polygons e Focus Question What properties do all polygons share? What properties do some sub-aroups of polygons share? z Launch Display the example of polygon and nonpolygon shapes. Ask students to study the examples of polygons end nonpolygons. Kig Vocabulary Suggested Questions * Thore are no new glossary terms introduced in this Problem. ‘+ How would you describe differences between polygons and nonpolygons? * What test would you use to decide ifa figure is or is not a polygon? + What familiar objects have shapes ike the polygon examples? Motoiats a + What other shapes are examples of polygons and renpolygons? Labsheets + Shapes Set Explore ; eee seccuee *1ACE: Exercise 2 ‘As you move about the room, look for more clues sbout students + 1ACE: Exercise knowledge of shapes. Ask groups about special polygons. Look for 64 opportunites to ask questions about symmetry, particularly reflection + 1ACE: Exercise Suggested Questions oy ; Accessibility + Can you sort triangles by their angle properties? by their sie Lanes Properties? + 1ACE: Exercise 1 + Can you sort quadrilateral into groups of rectangles, squares, and Feaching Ales parallelograms oo You want to follow up this line of reasoning with questions about and Non greater and less than as they pertain to negative numbers. Polygons + 1.18: Shapes Set Summarize Gather interesting ways the class sorted the polygons, Ask students to deseribe squares and rectangles Suggested Questions + How are they the same? + How are they different? + What about the Shape Lin the Shape Set? sit a rectangle? Why or why not? + Is a rectangle a parallelogram? Why or why not? + Is a square a rectangle? Why or why not? ‘Ask questions to help students observe reflection symmé isosceles triangles, kites, and rectangles. in regular polygons,Applications: 1-4 | Connections: 37-44, 46 Extensions: 64-65 Answers to Problem 1.1 A. Student responses to the open sorting task will vary. Students may sort the polygons by the number of sides, the types of angles, or some other criteria, B, Students might mention that shape A appears to have all sides and angles equal, shape P appears to have a pair of equal sides and equal angles, and shapes | and T appear to have no equal sides or angles. C. There are many ways to sort the 14 given quadrilateral into two or more sub-groups. ‘twill be useful to push students to make pe no more than 3 or 4 sub-groups. The most natural groupings might be rectangles, nonrectangle parallelograms, trapezoids, and figures that have no sides parallel (eg, shape Q). Recommended ACE: A G3 Ceri ait a. EZZM Shapes and Designs Ata Glance D. 1. Shapes R, O, and $ each have one pair of parallal sides. They aro called trapezoids. 2. Shape U does not have any parallel sides. However, its @ quadrilateral, so it might be accurate to say that it belongs with R, ©, and S, depending on the sorting criteria used 3. Shape Lis also @ quadtilateral. However, ithas two pair of paral sides, soit is not generally considered a trapezoid (though different people define trapezoid as a quadrilateral with at least one pair of parallel sides). ates AN gh ResPROBLEM Te vee D overview (AUN XPLORE SUMMARIZ Sorting and Sketching Polygons ‘Y Problem Overview , Question, What properties do all polygons share? What properties do >-groups of polygons share? a Problem Description This Problem’s focus is on extending students’ knowledge of polygons and showing how to group polygons by important common properties. For students to understand the organization of polygons, they sort polygons into groups according to categories that they think make sense. This gives teachers and students an opportunity to assess prior knowledge of common shapes and how side lengths and angles determine the shape of a polygon. Problem Implementation Have students work in groups of 2-4 students for this Problem, Materials * Labsheet 1ACE: Exercise 1 (accessibility) * Labsheet 1ACE: Exercise 2 * Labsheet 1ACE: Exercise 64 + Labsheet 1ACE: Exercise 69 + Shapes Set ‘Teaching Aid 1.1: Polygons and Nonpolygons Shapes Set (optional) Vocabulary ‘There are no new glossary terms introduced in this Problem. Problem 1.1 Problem Overview @@D AmaFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 = ) Mathematics Background * Polygons Ata Glance and Lesson Plan * Ata Glance: Shapes and Designs Problem 1.1 * Lesson Plan: Shapes and Designs Problem 1.1 ” Launch Connecting to Prior Knowledge This Problem builds on and extends student understanding of shapes from the elementary grades. The particular focus is on how side length and angles affect shape. ~ Teaching this Problem will be most successful if you have Shapes Sets for each group during the Explore. It will be helpful to display the example of polygon and nonpolygon shapes to focus the discussion in the Launch. Consider launching the Investigation and this Problem in particular by asking students to study the examples of polygons and nonpolygons from the text to see if they can describe the key properties that define polygons. Finding an acceptable mathematical definition for polygon tums out to be tricky. ‘The basic idea is that a polygon is a closed figure consisting of line segments connected at the endpoints, called vertices. Additionally, starting at any vertex, the outline of a polygon can be traced completely without visiting any vertex more than once and by returning to the starting point. Since polygons consist of line segments, figures that are curved are not polygons. Figures that have line segments that intersect at any point other than a vertex are not polygons. Also, figures that are not closed cannot be polygons because they cannot be traced by returning to the starting point. Presenting the Challenge Give students time for a think-pair-share exercise using the questions below the diagram of polygons and nonpolygons in the text. Display Teaching Aid 1.14. Suggested Questions , * How would you describe differences between polygons and nonpolygons? (Polygons are closed with straight sides; nonpolygons can be open with curved sides.) Shapes and Designs Investigation 1 The Family of Polygons‘+ What test would you use to decide if a figure is or is not a polygon? : (Tracing the edges to see if| can get back to where | started without retracing or crossing a line segment.) * What familiar objects have shape: road signs) ‘+ What other shapes are examples of polygons and nonpolygons? (Quadrilaterals and octagons are polygons. Semicircles and squiggles are nonpolygons.) the polygon examples? (various Officially, a figure consisting of line segments is a polygon; however, the term ' polygon is commonly used to simply describe the region enclosed by the polygon boundary. In this Unit, the term polygon is used to describe both the boundary and/or the interior region. ‘Students will almost certainly have ideas about familiar objects like road signs that have polygon shapes, e.g., the octagon for stop signs, rectangles for speed limit signs, triangles for yield signs, etc. Some students might mention the home plate in baseball as an example of the pentagon shown. This activity will give you the chance to assess your students’ prior knowledge about polygons and the associated vocabulary. —_ Transition from the opening activity to a class exploration of the Shapes Set by pointing out the variety in polygon shapes. The Shapes Set is a small sample of polygons. Remind students that scientists classify living creatures into families ‘ by common characteristics. Ask them to sort polygons into groups by common ‘ characteristics using the Shapes Set. Display some of the shapes from the Shapes Set (Teaching Aid 1.18 and 1.1C). You : ‘can play the game “I'm Thinking of a Polygon” by asking students to pick a shape ‘and to think about its properties. Call on a student to describe the shape without naming it. Then let the rest of the class guess the shape. Challenge the students to sort the shapes by common properties. Have them write down the properties for each group they make. ‘Y Explore Providing for Individual Needs ‘As you move about the room, look for more clues about students’ knowledge of shapes. Ask groups about special polygons. For example, if students are sorting by triangles, ask them if they can sort the triangles further by special properties, such as acute, right, obtuse, isosceles, equilateral, or scalene. Do the same for quadrilaterals. Ask about rectangles, squares, parallelograms, etc. This will give you an idea of what understanding of shapes they bring to this Unit. These ideas } are explored further in the ACE Exercises, which you might want to assign based : on individual student needs. Look for opportunities to ask questions about symmetry, particularly reflection. Problem 1.1 Explore<-> Bera mote robust teacher experience, please visit Teacher Pace at mathdashboard.com/emp3 Students can record their results on grouping polygons, including pictures and descriptors, on poster paper. You can place the posters around the room and do a Gallery Welk before the Summarize. Planning for the Summary What evidence will you use in the summary to clarify and deepen understanding of the Focus Question? What will you do if you do not have evidence? ‘v Summarize Orchestrating the Discussion Gather interesting ways the class sorted the polygons for Question A. In Question 8, if the students sorted by equal side lengths for the set of triangles, a give them the triangle names: scalene, no side lengths equal; isosceles, two side lengths equal; and equilateral, tree side lengths equal. In Question C, name some of the quadrilateral subsets by side length. From this : discussion, the names for squares, rectangles, and parallelograms emerge. Its ‘ unnecessary to overemphasize vocabulary at this point. Question D looks at the trapezoid, a special quadrilateral that is not a parallelogram. A trapezoid has exactly one pair of parallel sides. ‘Angle measure is covered formally in the next three Problems. For now, encourage students to examine the square corners of squares and rectangles. Relate the square corner to the right angle by discussing how all right angles have equal measures. Suggested Questions You might ask students to describe squares and rectangles. ‘+ How are they the same? (They each have four sides and four right angles.) * How are they different? (To be a square, all sides and all angles must be equal. Rectangles just have to have opposite sides equal and all angles equal.) ‘* What about the Shape L in the Shapes Set? Is it a rectangle? Why or why not? (It is not a rectangle since it does not have four right angles.) ‘The intention is to review squares and rectangles and to informally define parallelograms. At this point, parallelograms are defined as quadrilaterals with : ‘opposite sides with the same length and opposite angles of the same measure. Parallelograms also have opposite sides that are parallel. This fact will be discussed in the next Investigation. Shapes and Designs Investigation 1 The Family of PolygonsPROBLEM ‘OVERMIE LAUNCH Suggested Questions Next ask students: + Is a rectangle a parallelogram? Why or why not? (Yes; because itis @ ‘quadrilateral with opposite sides equal and opposite angles of the same measure.) * Is a square a rectangle? Why or why not? (Yes. A square is a special type of rectangle where not only are opposite sides equal, but all sides are equal.) Note: Squares are rectangles and rectangles are perallelograms. Display a quadrilateral from the Shapes Set that is not a parallelogram (O, Q, R, S, or U) and ask if itis a parallelogram. Have students explain their reasoning. ‘Shapes O, S, and R each have exactly one pair of opposite sides parallel, making them trapezoids. Some textbooks define trapezoids as having exactly one pair of parallel opposite sides, while others define trapezoids as having at least one pair of parallel opposite sides. The first definition is an exclusive definition, since it excludes parallelograms. The second definition is an inclusive definition, since it includes parallelograms, ie., squares, rectangles, and rhombi. Using the second definition means that many other shapes in the Shapes Set are also classified as trapezoids. Note: We are using the exclusive definition. Trapezoids are not essential to develop the ideas in this Unit. They are in ACE Exercises and students find them interesting. Draw a quadrilateral that has no parallel sides or use shapes Q or U to show an ‘example of a quadrilateral that is not a trapezoid. Other than squares, rectangles, and parallelograms, itis unnecessary to dwell on names and formal definitions of ‘To bring up reflection symmetry, ask questions to help students observe this property in regular polygons, isosceles triangles, kites, and rectangles. Symmetry is 2a property of shapes making them attractive in design and art. Iti also a property ‘observed in nature. All of the properties will be discussed in more detail later in the Unit. Note: As you go through the Unit, students will discover interesting criteria about what determines shape. Start a poster in your classroom to record the properties of shape. You can include polygons, triangles, and quadrilaterals. Then, as you go through the Unit, add to the list the properties that each has. For example, Problem 1.1 students can say something about all polygons, i.e, polygons, including triangles and quadrlaterals, are composed of angles and sides. Then, they can say something about quadrilaterals, i., quadrilaterals have parallel sides, and something about triangles, i.e., triangles do not have parallel lines, etc. problem 1.1 Summarize ERIFor a mote robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 Reflecting on Student Learning Use the following questions to assess student understanding at the end of the lesson. ‘+ What evidence do | have that students understand the Focus Question? * Where did my students get stuck? * What strategies did they use? '* What breakthroughs did my students have today? ‘ How will | use this to plan for tomorrow? For the next time | teach this lesson? * Where will | have the opportunity to reinforce these ideas as I continue through this Unit? The next Unit? ACE Assignment Guide * Applications: 1-4 3 * Connections: 37-44, 46 37-44, 1 * Extensions: 64-65 ~ Labsheet 1ACE: Exercise 1 (accessibility) contains the figures for Exercise 1 in the ‘Student Edition. You can give this labsheet to students who you think may benefit from writing or drawing on the images as they work out their solutions. Labsheet ACE: Exercise 2 and Labsheet 1ACE: Exercise 64 contain larger versions of the table in the Student Edition. Labsheet 1ACE: Exercise 69 is a larger version of the art in the Student Edition that may be easier for students to measure and mark. Shapes and Designs Investigation 1 The Family of PolygonsName : : Date einen tinea cca SIF Tolstowsl-14 7 z 8 4 3 a 7 J 3 Z| 4 7 H 3 2|Name... a aaa z late Class Ea yey a 7 Z-/ | ! ; ; : omy » :Name 3 Date Class Labsheet 1ACE Exercise 2 Common Polygons Crete aan Berries LeU Ei triangle | a quadrilateral | a) rs | ae ee heptagon | 8 fe aaasccgan | Se Teeter Semon es anne Jeeaaete dodecagon | Shapes and Designs Investigation 1Name Date Labsheet 1ACE Exercise 64 Common Quadrilaterals Centon Sides and Angles Rear | All sides are the same length, | rhombus | All sides are the same length and all angles are right angles. 7 All angles are right angles, rectangle Opposite sides are parallel | parallelogram Only one pair of opposite sides | are parte trapezoid lee eae | ‘Shapes and Designs Investigation 1 Copy Fesug pur sodeus AUSTRALIA Coral Sea NAURU B E SOLOMON ISLANDS VANUATU PACIFIC OCEAN GILBERT ISLANDS ee F TUVALU FUL ISLANDS Howland Island PHOENIX ISLANDS >» Nikumaroro Island SAMOA ISLANDS he ae teal 69 asinuexg, awen ~ seg — “SSe1)PNGEMCET seca) Problem 1.2. Pacing | Duy 1 . 2 In a Spin: Angles and Rotations Foes Question What are some common benchmark angles? What part of a full turn is each angle equal to? Launch Launch this Problem by asking students what they know about the X-Games or by showing the Launch Video. Show the common Keg, Dosobulany benchmark angles of 90°, 45°, and 180°, Refer students to the two grids in the Problem. poraee, * right angle Suggested Questions + In the grid on the left, what are the measures of some of the ee angles? Look at angles with a vertex at the center of the grid. iabsheatd * In the grid on the right, what are the measures of some of the 1.2: Four ina angles? Row * Using these grids, describe a point by giving two numbers. The + Polystrips first number tells how far to move from the center of the grid. The second number tells the amount of turn measured in degrees. How would find the point (3, 90°)? Be sure students understand how the grids work before they play Four ina Row. Explore {As students play several games against each other, circulate to see that they are reading the coordinates corractly. Remind them to think about strategies for winning the game. Suggested Questions + What strategies did you discover for winning? Look for students’ ability to estimate and reason about angle size. Summarize To be sure that students have the right idea about rotation and angle measurement, ‘especially for angles larger than 90°, display copies of the two grids and ask students to show the points of coordinates. Suggested Questions * Where are the points with coordinates (2, 135°), (3, 225°), (1, 270°), (3, 300°) etc.? Ic re alates. A ght Raid. AtaGlance 2H003, B. 1. Quadrant 1 points have angle measures Assignment Guide bor Problem |2 between 0 and 90 degrees, 2. Quadrant 2 points have angle measures Applications: 5-9 | Connections: 45, 47-48 between 90 and 180 degrees. Extensions: 66-67 3. Quadrant 3 points have angle measures between 180 and 270 degrees. Answers to Problem 1.2 4, Quadrant 4 points have angle measures, between 270 and 360 degrees. ‘Aat-3. Check students’ work for parts (1}(3) Students will have a variety of ideas about winning strategies. The key strategy is to always keep your eye on what your opponent is doing, and not only on where you want to move Recommended ACE A. Libaling pa thae rset the give : constraints is simpler ifthe 30° grid A 56,8 1 is used: Poin labeled A can go anywhere inthe Co 45,4448 unshaded region on this drawing: ~ Points labeled B can go anywhere on the horizontal axis to the right of the origin Points labeled C can go anywhere in the unshaded region on this drawing ELD Shapes and Designs Ata Glance Copyiht © Pearson Edation In, orate. Al RightsReservedPROBLEM OVERVIEW AUNCH XPLORE MARIZE Ina Spin Angles and Rotations ‘Y Problem Overview Focus ' Quustion What are some common benchmark angles? What part of a full turn is each angle equal to? : Problem Description The goals of this Problem are to develop stuclent understanding of angles as rotations or turns and their awareness of common benchmark angles, the multiples of 30° and 45°. To help students estimate angle measure, a degree is defined as sith of a right angle ~ The principle activity in this Problem is playing the Four in a Row game and analyzing winning strategies. Problem Implementation Have students play the game in pairs or two against two, Note: The games can be introduced and then initially played with two players working as a team. This strategy should increase vocabulary use and improve Understanding of the game. After teams have played at least one game, students can play each other one-on-one. Students can benefit from labeling their own game boards with angle measurements before beginning to play the game. Game boards can be laminated for future use. Students can use dry erase or transparency markers to write on the game boards. This game serves as a review later in the year. Materials * Labsheet 1.2: Four in a Row (one per pai) + Polystrips Polystrips on Vocabulary * degree * right angle Problem 1.2 Problem Overview EIFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 , Mathematics Background * Angle Measures Ata Glance and Lesson Plan + Ata Glance: Shapes and Designs Problem 1.2 * Lesson Plan: Shapes and Designs Problem 1.2 Launch Launch Video This launch video will give students a flavor of rotation angles. It shows clips of summer and winter sports where jumps, fips, and spins ae referred to by their @® measure of rotation. Show it at the beginning of Presenting the Challenge to build student interest. Visit Teacher Place at mathdashboard.com/emp3 to see the complete video. ‘After showing the video, you can discuss what 180, 360, 540, 720, and 960 mean in the video before completing the Launch. Connecting to Prior Knowledge This Problem extends students’ understanding of angles. The CCSS includes angles in Grade 4, but not in grades 5 and 6, To solve problems constructing polygons, itis important for students to have a sense of angles as rotations and to be able to estimate angle size. This sense of angle size is needed for solving problems involving angles, too. You can use the information in the introduction to this Problem to have a brief discussion about angles and angle measures. Presenting the Challenge Launch this Problem by asking students what they know about the X-Games or by showing the Launch video of events that involve competitors performing flips and spins. You will probably have some skateboard or dirt bike enthusiasts in class who have watched the amazing stunts at the X-Games even if some students are unaware of this competition. You can build more student interest by pointing out how the degree of difficulty of a stunt is reported using numbers that suggest angle measurement. Then, by ~ questioning students about angle/rotation measurement in degrees, review the basics. Explain to students that, in the same way we use benchmark fractions to help in reasoning with rational numbers, we use benchmark angles to help with reasoning about angles. Use Teaching Aid 1.2A to show the common benchmark angles of 90°, 45°, and 180°. Shapes and Designs. lavetigaton | The arly of PolygonsRosLew . ae : PROBLEM iauNch EXPLORE SUMMARIZE es Suggested Questions © Can you jump and turn through angles of 90°, 180°, 270°, or even 360°? You could also have students demonstrate how they would jump and turn for each of these angles. ‘The Four in a Row game will help students develop just that angle sense. You might find it helpful to play one game with the teacher against the whole class first in order to make the rules clear. The rules can be shown using Teaching Aid 1.2C. Then, suggest that students play several more games before addressing the questions of the Problem. If needed, briefly review rectangular coordinates and ordered pairs with your students. Refer them to the rectangular coordinate grid in the Student Edition. There is an alternative Launch to this Problem, given below, which uses rectangular coordinates, * In this problem, we are going to explore a different way of locating points. Suggested Questions Refer students to the two grids on Teaching Aid 1.28, Point out that these grids pa have concentric circles and lines forming angles. Have students look closely at the grid on the left ‘+ What are the measures of some of the angles in this grid? Look at angles with a vertex at the center of the grid. (Point out the 45°, 90°, 135° angles and so on. Help students to see that the angles are all multiples of 45°.) Use two polystrips to form an angle. Start with an angle of zero degrees and then gradually open it up. Continue to rotate one of the polystrips, creating a larger and larger angle. Stop after a 45°, 90°, 135°, and 180° angle and ask about the measure of each angle. Now have students look at the grid on the right and ask: ‘+ What are the measures of some of the angles in this grid? (Point out the 30°, 60°, 90°, 120° angles and so on. Help students to see that the angles are all multiples of 30°.) * Using these grids, describe a point by giving two numbers. The first number tells how far to move from the center of the grid. The second number tells the amount of turn measured in degrees. How would | find the point (3, 90°)? (Using either grid, help students to see that to locate this point, you move out 3 units in the positive direction along the 0” line (eaxis) and then rotate counterclockwise 90° along that circle.) Playing the game as a class helps students lear how to locate other points on both grids and understand how the grids work. You can use one of the grids on Teaching Aid 1.28. Problem 12 LaunchFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 * We are going to play a game of tic-tac-toe on this new grid. To win, you will need four marks in a row, although four in a row may mean around a circle or on a line. We will play the left half of the room against the right half. The left half of the room will be X's, and the right half will be O's. Who on the left side of the room will give me the coordinates of a point on this grid? (When a student gives you a point, count out from the Center for the first number, and then measure the turn on the circle for the second number. Mark this with an X)) ‘+ Now I need someone on the right side of the room to give me the coordinates of a point. (Again, count out to the right from the center, and then measure around the circle. Mark the intersection with an O. Continue Until one team gets four in a row.) Alternative Presentation Launch this Problem by playing a version of Four in a Row with rectangular coordinates. This would be a way to review rectangular coordinates. Start by drawing four vertical lines and four horizontal lines that intersect the vertical lines, ‘The left vertical ine is the y-axis and the lower horizontal ine is the x-axis, but do not label the lines. Don't label any points on the lines. Divide the class into two teams. Ask one team for @ pair of numbers. Start counting at the lower left comer and try to locate the point. If the coordinates are not on the grid, start counting at the origin and pretend to fall off the grid. For example, ifthe first group gives the coordinates (5, 1), start counting at the origin along the x-axis until you reach 4 and then, oops, fll of the line. Students quickly learn that they need to pick numbers from 0, 1, 2, 3, or 4 for their coordinates. The ‘teams take turns giving coordinate pairs while you mark O or X on the grid when ‘they pick a valid coordinate. The first team to get four coordinates in a row wins. Let the students play the game one-on-one. ‘Y Explore Providing for Individual Needs Hand out Labsheet 1.2C Four in a Row to each group. As students play several games against each other, circulate to see that they are reading the coordinates correctly. Remind them to think about strategies for winning the game. Then, after each group has had time to play several games using each grid, suggest that they study Questions A-C. Look for students’ ability to estimate and reason about angle size. Also, have them note any winning strategies. Going Further Hand out Labsheet 1.2D with 15° intervals and have them play or use this for the summary. ‘Shapes and Designs Investigation 1 The Family of PolygonsD> ExPLORE > SUMMARIZE Planning for the Summary What evidence will you use in the summary to clarify and deepen understanding of the Focus Question? What will you do if you do not have evidence? ‘Y Summarize Orchestrating the Discussion Playing the game and answering Questions A-C should not take long, so there will be time to discuss the questions. To be sure that students have the right idea about rotation and angle measurement, especialy for angles larger than 90°, it will be helpful to display copies of the two grids and ask students to show the points. of coordinates. Suggested Questions * Where are the points with coordinates (2, 135°), (3, 225°), (1, 270°), a {G, 300°), ete.? (For each point, ask students to explain how they decided to place it there.) The Did You Know at the end of the Problem shows students a real-life application of circular grids. Reflecting on Student Learning Use the following questions to assess student understanding at the end of the lesson. * What evidence do I have that students understand the Focus Question? ‘+ Where did my students get stuck? ‘+ What strategies did they use? * What breakthroughs did my students have today? ‘+ How will | use this to plan for tomorrow? For the next time I teach this lesson? * Where will | have the opportunity to reinforce these ideas as | continue through this Unit? The next Unit? ACE Assignment Guide problem 12 SummarizeNALIN css Seinen caesar Date a w» Class aa U4) Four in a Row ‘Shapes and Designs Investigation 1Copyight © Pann Eaton, In, rit fists. Al Righs ReservedName.... " ss Date oom Class Note: A Polystrip set contains six strips of each length. reAta Glance 1 ° 3 Estimating Measures of Rotations and Angles Focus Question, When a drawing shows two rays with a common endpoint, how many rotation angles are there? How would you est measure of each angle? Launch Begin with the Focus Question by discussing the issues of estimating the measure of rotation on an unlabeled drawing of an angle. Students right assume that you mean the counterclockwise rotation angle starting from the ray pointing to the right. Suggested Questions * How do you know that the rotation angle had in mind wasn’t the ‘one that started from the other ray? * What would be the measure of that rotation angle? It is important to be clear which ray isthe initial side and which ray is the terminal side. On a drawing, using an arc with an arrowhead at the tend of the rotation is one way %0 distinguish between the initial and terminal sides Explore ‘After making the point that direction matters in rotation, emphasize that the convention in mathematics is to use a counterclockwise direction if one is not specified. Also, make the labeling convention for angles clesr. Look for strategies that students are using to sketch the angles. Use these questions to help students with their angle sketches. Suggested Questions + Is the angle greater than, [ess than, or equal to 90°? * Is it greater than 90°? Is it less than 180°? * Ist greater than 180°7Is it less than 270°? etc. Summarize Use the Summarize to determine whether students can estimate the measure of Problem 1.3 Pacing 1! Day eek wate the Key Vocahatany * There are no new glossary terms introduced inthis Problem, Materials Accessibility Labsheet © TACE: Exercise: 29 Teaching Aids 213A: Introduction 1° 1.38: Bees (Did You Know?) * 1.3C: Question A Angles a directed angle given a picture and whether they can sketch and label an angle when given its measure or @ description of the amount of turn involved. This is a ‘good time to review acute (less than 90°), obtuse (greater than 90” but less than 180°) and right (90°) angles with your students. Suggested Questions * In Questions C and D, which angles are acute, obtuse, or right? © Which angles in the room are acute, obtuse or right? AtaGlance QEApplications: 10-18, 29 | Connections: 49-54 Extensions: None Answers to Problem 1.3 ‘A. 1, ZAVB™ 135° and 2 BVA~ 225° 2. ZAVB=210° and 2 BVA~ 150° 3. ZMPN~270° and ZNPM~90° 4, £MLK™300° and Z.LKM~ 60° B, 1. About 220° a 2. About 20" a \ 9. About 150" 4. About 300” a“ HMBBBETER Shapes and Designs Ata Glance ©. 1.30" 2. 135° 3. 270° 4, 315° 5. 120° 6, 150° 7. 210° 8. 360° 4. 540° 2. 720° 3. 450° Recommended ACE: A- th, 13-18 Go 49-53Estimating Measures of Rotations and Angles ‘Y Problem Overview Problem Description To describe and measure rotations, think of angles as a rotation or turn and not simply as two rays with a common endpoint. In a drawing of two rays with a ‘common endpoint, there are two rotation angles. The objective of this Problem is to confront directionality and to build estimation skils for angle measurement. The Problem is also a review or introduction, depending on a student's prior experience, of the conventions for labeling angles. Problem Implementation Have students work in pairs for this Problem, but each student needs to make their ‘own measurements. Materials * Labsheet 1.3: Question A Angles * Labsheet 1ACE: Exercise 29 (accessibility) '* Teaching Aid 1.34: ‘+ Teaching Aid 1.38: leasure Rotation joneybee Dance Using Technology Students can use the online Bee Dance and Angles to practice estimating angle size. Vocabulary There are no new glossary terms introduced in this Problem Mathematics Background * Angle Measures Shapes and Designs Investigation 1 The Family of PolygonsDp FROBLEM LAUNCH EXPLORE SUMMARIZE a Ata Glance and Lesson Plan # Ata Glance: Shapes and Designs Problem 1.3 * Lesson Plan: Shapes and Designs Problem 1.3, ‘Y Launch Connecting to Prior Knowledge Begin work on the Focus Question by discussing the issues with the whole class. Launch the discussion by presenting Teaching Aid 1.3A, an unlabeled drawing like this: Then ask students to estimate the measure of the rotation angle shown. Based con their experience playing Four in a Row, they might assume that you mean the counterclockwise rotation angle starting from the ray pointing to the right. If so, they will give an accurate estimate of 225° Suggested Questions * How do you know that the rotation angle I had in mind wasn't the one that started from the other ray? ‘+ What would be the measure of that rotation angle? The complementary rotation angle has measure 135°, remembering the convention to rotate counterclockwise. Point out that some notation will clarify which rotation angle is intended in a drawing. Angles shown in the text are labeled with letters V, A, and B for the vertex and the first and second rays of the rotation. Itis important to be clear which ray is the initial side and which ray is the terminal side. On a drawing, using an arc with an arrowhead at the end of the rotation is one way to distinguish between the initial and terminal sides, Presenting the Challenge An interesting way to launch this Problem is to demonstrate how angles are used in nature, Using Teaching Aid 1.38 and the Did You Know about the bee dance, talk with students about how bees use angles to let other bees know where to find food. In this Problem, you will estimate angle size and then sketch angles given either the degree of the angle or the size of the turn the angle describes. Problem 13 LaunchFor amore robust teacher experience, please visit , Teachor Place at mathdashboard.com/emp3 Note: You shouldn't give students an angle ruler or protractor because that would defeat the goal of the Problem, which is for students to develop a sense of angle Depending on time, for Question C, you can assign different parts to different groups. Be sure to discuss all of the parts in the Summarize. 'Y Explore Providing for Individual Needs ‘After making the point that direction matters in rotation, emphasize that the convention in mathematics is to use a counterclockwise direction if one is not specified. Also, make the labeling convention for angles clear before setting students off to work on estimating the measures of the angles pictured in Question A and sketching angles with the measures indicated in Questions B-D. Teaching Aid 1.3C can be used to show students the angles in Question A. There are many tasks in each of the part of the Problem. In order to get through the Explore, you can split the work up among groups so that there is time for a fruitful discussion in the Summarize. Itis not essential for all groups to do every task in each Question before sharing and discussing in the Summarize. Look for strategies that students are using to sketch the angles. Suggested Questions To address the individual needs of your students, ask: * Is the angle greater than, less than, or equal to 90°? (Answers will depend on whether the angle is acute, right, or obtuse.) * Isit greater than 90°? Isit less than 180°? (Answers will depend on whether the angle is acute or obtuse.) * Is it greater than 180" Ist less than 270°? etc. (Answers will depend ‘on whether the angle is obtuse or a fraction of a rotation greater than a straight angle.) In the Did You Know? students learn about how bees use angles when they communicate direction to other bees. You can use the Bee Dance Student Activity to have students practice estimating the measure of angles. Planning for the Summary What evidence will you use in the summary to clarify and deepen understanding of ~ the Focus Question? : What will you do if you do net have evidence? Shapes and Designs Investigation 1 The Family of PolygonsPROBLEM DveRview _-CAUNCH Dp EXPLORE > SUMMARIZE ‘Y Summarize Orchestrating the Discussion Use the Summarize to determine whether students can estimate the measure of a directed angle given a picture and whether they can sketch and label an angle when given its measure or a description of the amount of turn involved. You can probably assess their understanding by asking for their answers to a few of the tasks in Questions A, B, and C. Be sure to ask students how they arrived at their answers Suggested Questions This is a good time to review acute (less than 90°), obtuse (greater than 90° but less than 180°) and right (90°) angles. * In Questions C and D, which angles are acute, obtuse, or right? (Question C: 1 is acute and 2, 5, and 6 are obtuse.) * Which angles in the room are acute, obtuse, or right? (Comers of the desk, a book, a window, and a door are right. The hands of the clock at 12:10 p.m, are acute, The hands of the clock at 12:20 p.m. are obtuse.) Reflecting on Student Learning Use the following questions to assess student understanding at the end of the lesson. ‘* What evidence do | have that students understand the Focus Question? * Where did my students get stuck? + What strategies did they use? * What breakthroughs did my students have today? ‘+ How will | use this to plan for tomorrow? For the next time I teach this lesson? * Where will have the opportunity to reinforce these ideas as | continue through this, Unit? The next Unit? ACE Assignment Guide * Applications: 10-18, 29, © Conne 9-54 Labsheet 1ACE: Exercise 29 (accessibility) provides a larger version of the angles in the Student Edition. This allows students to measure on a flat surface and position the angles to measure them. Problem 13 Summarize =Name..... ot Date wry CBSE 29. Without measuring, decide whether the angles in each pair have the same measure. If they do not, tell which angle has the greater measure. Then find the measure of the angles with an angle ruler or protractor to check your work. shapes and Designs 2B levestigation 1 is afiotes A Rahs ReseedMERTEN Problem 1.4 pacing 2Cays 1 4 Measuring Angles Draw an angle on the board or overhead and ask students to estimate its measure. First, have students look at the indicated shapes os you ask questions: * complementary Suggested Questions angles + Which of these shapes has the smallest angle mesure? * supplementary angles * Which shape has the angle with the largest measure? * Can you find a 90° angle in one of these shapes? How can you tellit is 90°? Accessibility ‘+ How do the angles of Shape D compare to a right angle? ae fv tet meveaes ea te aren bose oe ‘Once students are ready, demonstrate how to use the angle ruler. 30 + ACE: Exercise Explore 31 As students use an angle ruler in Questions A-C, monitor their work to eee Ne 7 bee sure that they ate placing the angle ruler correctly and reading the pate measures accurately, * angle rulers * protractors Suggested Questions ‘+ Where should the rivet be placed on the angle? * Which arm remains stationary over the initial side? '* Which arm do you rotate counterclockwise to the terminal side? Students should record how they estimate the size of the angles in the shapes. Remind them to sketch each shape and to label the angle measures on the shape. Summarize Have students report their findings in a class discussion. Take time to explore all the strategies they used to arrive at their answers. Suggested Questions * How do you decide the number of degrees for angles between the 5° intervals on the angle ruler? *+ What things do you check to make sure you are making accurate measurements? * Dic everyone get the same answer for Question E? Why? ee = a & rat 6 i* Which tool do you prefer for measuring angles? Why? Be sure students notice the extra scale on the measuring circle ofthe angle ruler, which helps them measure with greater accuracy. Encourage students to try both the angle ruler and protractor. @d3, ” 1 Asipmot Gude bx Potton 14 2 Applications: 19-28, 30-32 | Connections: i ‘55-57 4 s. ‘ 1 Extensions: 68-69 5. LCVD = 60° |. Complementary pairs include 2 AVB and ZBVC; also 2 CVD and 19-28, 31-32 ' C- 56-57Measuring Angles 'Y Problem Overview Problem Description The goal of this Problem is to develop student understanding of two standard tools for angle measurement—the goniometer or angle ruler and the protractor. Yeu will need to provide students with each tool for the Problem. The angle ruler is based on the goniometer, which is used to measure joint flexibility. Its easy for students to use and accurate. The more common protractor is more difficult to use correctly. Problem Implementation Have students work in pairs, but have each student make all measurements, Materials * Labsheet 1.4: Question E Angles + Labsheet 1ACE: Exercise 30 (accessibility) * Labsheet 1ACE: Exercise 31 (accessibility) angle rulers, protractors Vocabulary * complementary angles * supplementary angles Mathematics Background * Angle Measures Ata Glance and Lesson Plan * At a Glance: Shapes and Designs Problem 1.4 * Lesson Plan: Shapes and Designs Problem 1.4 Shapes and Designs Investigation 1 The Family of PolygonsPROBLEN, aun ivLone sunanize Y Launch Launch Video This video demonstrates how to measure angles with an angle ruler and a protractor. You can use it at the end of Presenting the Challenge instead of using the introducing the Angle Ruler section. Visit Teacher Place at mathdashboard. com/cmp3 to see the complete video. Alter showing the video, students will have an understanding of how to use the angle ruler and protractor to complete Problem 1.4. Demonstrate measuring an angle from a Shapes Set piece so that students understand how to place the piece between the arms of the angle ruler. Connecting to Prior Knowledge In Problems 1.2 and 1.3, students developed a sense of angle size by estimating size using benchmark angles. n this Problem, students will practice using tools to measure angles more accurately. Draw an angle and ask students to estimate its measure. Before students use a tool to measure an angle, they should have @ reasonable estimate of the angle’s size so that they can tell f they have measured incorrecty, Tell students that in this Problem, they will use tools to measure the size of angles. Also tell them that to avoid using the tools incorrectly, they will estimate the angle’s size before measuring. Presenting the Challenge First, have students look at the indicated shapes as you ask questions: Suggested Questions * Which of these shapes has the smallest angle measure? (Shape A or R) * Which shape has the angle with the largest measure? (Shape D or R) ‘+ Can you find a 90° angle in one of these shapes? How do you know it is 90°? (Shape B. It appears to have a square corner.) + How do the angles of Shape D compare to a right angle? Are their ‘measures greater than or less than a right angle? (greater) ‘+ What would be a reasonable estimate of the measure of the greatest angle of Shape D? How do you know this is reasonable? (Any angle from 100° — 135°. The angle is greater than a right angle but less than a straight angle.) Problem 1.4 LaunchFora more robust teacher experience, please visi Teacher Placo at mathdashboard.com/emp3 eee Introducing the Angle Ruler When you are satisfied that students have some strategies for reasoning about the angles in shapes, pick one shape and have students estimate all ofits angle measures. Then, demonstrate how to use the angle ruler or show the Launch Video. You will find instructions for using the angle ruler in the Student Edition. Bofore students go to work measuring angles in this Problem, demonstrate how to measure one of the angles as they follow along at their desks. Then have them "measure two or three separate angles on a polygon together and record their angle measures. By recording the measures, you can show students that they will get slightly different measures. Talk to them about the fact that all measures are approximations, ie., no matter how precise the tool, there is always some error in measurement. To get an accurate angle measurement using the angle ruler, make sure students place the rivet over the vertex. Then make sure they understand that the ruler arm remains stationary over the initial side while the other arm is rotated counterclockwise until itis over the terminal side. If they are measuring a polygon piece from the Shapes Set, show them how they can position it cradled between the arms of the angle ruler. Check to see that they understand this procedure by having them measure an angle they have already measured with the first method. Students should see that this method gives the ~ same results except for errors of measurement. ‘The angle ruler, which is an adaptation of a goniometer (a tool used to measure joint flexibility, is easy to use. Since it reinforces angles as rotations, encourage students to use it. Students are probably more familiar with protractors; however, to make sure students are using them correctly, you will need to review how to use them, Tell students to estimate the size of an angle first and then to check their estimate with the angle ruler. Students should note how they estimated the angle size. Y Explore Providing for Individual Needs ‘As students use an angle ruler in Questions A-C, monitor their work to be sure that they are placing the angle ruler correctly and reading the measures accurately. Since the tool is easily flipped over and the arms interchanged, be aware of the importance of placing the arm with the scale on it down first. It needs to be placed over the intial side of the angle, with the rivet over the vertex, before rotating the ‘other arm counterclockwise to the terminal side. Students should record how they estimate the size of the angles in the shapes. ~ Remind them to sketch each shape and to label the angle measures on the shape. For Question E, if students use a protractor, ask them to check their answer with the goniometer and vice versa. This gives them practice with both tools. ‘Shapes and Designs Investigation 1 The Family of PolygonsPROBLEM overvigw LAUNCH > EXPLORE > SUMMARIZE ee eee AAs you work with groups, look for interesting ways students reasoned for you to share in the Summarize. Planning for the Summary What evidence will you use in the summary to clarify and deepen understanding of the Focus Question? What will you do if you do not have evidence? ‘Y Summarize Orchestrating the Discussion Question A Have students report their findings in a class discussion, Take time to explore al the strategies they used to arrive at their answers. You may want to display these benchmark strategies for students to refer to as they proceed through the Unit. Question B Have students record their measurements for some of the angles. Look for large discrepancies. If large discrepancies occur, have the group measure again. You might want to ask students for their suggestions for getting a more accurate measurement using the angle ruler. Save the measuring angles of the reguler polygons for Problems 2.1 and 2.3. Question C As you discuss the angle measures, you may ask which angles are acute, obtuse, or right. Question D Note that the terms complementary angles and supplementary angles are introduced in this Question, so be sure to discuss these terms and provide more examples if needed. Question E In Questions A-D, students use the angle ruler to measure angles using the rulers 5° interval marks. In Question E, they need to measure angles between the 5° intervals. Put up Teaching Aid 1.4 and ask students for their answers. Discuss what might account for any differences in the measurements. Students do not need to agree on the degree measurements, but their measurements should be close. In this discussion, students will begin to understand the issues involved in making precise measurements. Encourage students to try both the angle ruler and protractor. Suggested Questions You may want to ask the following: * How do you decide the number of degrees for angles between the 5° intervals on the angle ruler? (I use the degree marks on the arm of the ruler and line up the zero with a 5° mark) Problem 1.4 Summarize AERFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 Eee + What things do you check to make sure you are making accurate ‘measurements? (I check that the rivet is over the vertex and the centerline of the ruler arm is over the inital side. Then, | rotate the other arm ' counterclockwise until it lines up over the terminal side.) + Did everyone get the same answer for Question E? Why? (Measurements ‘are not exact. Discuss possible sources of error. Stress that these tools may provide more accurate measures of angles than estimating, but that they do not provide exact measures.) * Which tool do you prefer for measuring angles? Why? i Be sure students notice the extra scale on the measuring circle of the angle ruler, which helps them measure with greater accuracy. Reflecting on Student Learning Use the following questions to assess student understanding at the end of the lesson. * What evidence do | have that students understand the Focus Question? * Where did my students get stuck? ' ‘+ What strategies did they use? ~ * What breakthroughs did my students have today? ‘+ How will | use this to plan for tomorrow? For the next time | teach this lesson? + Where will |have the opportunity to reinforce these idleas as | continue through this Unit? The next Unit? ACE Assignment Guide + Applications: 19-28, 30-32 + Connections: 55-57 + Extensions: 68-69 Labsheet 1 ACE: Exercise 30 (accessibility) and Labsheet 1ACE: Exercise 31 (accessibility) provide larger versions of the angles in the Student Edition. This allows students to measure on a flat surface and position the angles to measure thom. ACE Assignment Guide * Problem 1.4: Sample Student Work Shapes and Designs Investigation 1 The Family of PolygonsName = = DAR nieces _GlagS; LE Toit-tla NOs Exercise 30 30. For each polygon below, measure the angles with an angle ruler b Shapes and Designs Investigation 1Name...... A Date Class. Ea CMG = Exercise 31 31. Estimate the measure of each angle, then check your answers with an angle ruler ora protractor. Le - . Se Shapes and Designs ap Investigation 1PNGEMCE Tey Problem 1.5 Pacing 1Cuy 1 5 Design Challenge |: Draw With a ° Ruler and Protractor Feeus Question In a triangle, what measures of sides and angles give just enough information to draw a figure that is uniquely determined? Launch You might choose to launch this Problem with the class by asking 3 students to think about sketching angles like those in Question A. Keg Vocabulany After that, draw a triangle and label the vertices A, B, and C. Use Question C, part (1) to help students indicate where the appropriate * There are no measurements w pers eae terms introduced Suggested Questions in this Problem, + Where is side AB? Side 8C? Yate + Where is CBA? -~ * How can you draw this triangle so that side AB is 1 inch? BC is Steal 1.5 inches and 2 CBA is 35°? * angle rulers * protractors Explore When students work on the drawing tasks of Question B, monitor their work and ask them to explain the order for drawing the various parts of each figure. Help ‘them think about the constraints. Suggested Questions * Is it possible to draw a polygon with the given directions? * Can you only draw one or can you draw many to fit? Summarize Be sure to have students discuss the various options for Question B, part (3). Encourage them to discuss why there is more than one possible triangle. Discuss ‘why the triangle for Question B, part (5) does not have a solution Suggested Questions * Is there exactly one polygon that meets the condition? Explain + Is there more than one polygon, but finito number, that meet the conditions? Explain. * Are there an infinite number of polygons that meet the given conditions? ExplainQ93, B. Drawn polygons with the specified properties : Asbo Ploblen 15 will look approximately ike this when EE drawn with correct proportion, even if Applications: 33-36 | Connections: 58-63 ‘measurements are not exactly what were specified. 4. ZABC with AB = 1 in, BC= 1.5, ZABC = 35° will ook like this: c Extensions: None and Answers to Problem 1.5 ‘A. 1. Drawing and labeling specific angles will give results like this. Letter choices are atbitrary and, for convenience, we've draw al angles with the initial side horizontal and direction right. 8 A 8 2. Arectangle ABCD with base 2 in. and height 1 in. will look lke this: D ¢ 8 aaa oN a 200° ao a A B 44 complement / BVC and supplement ZBVD of 25° angle Recommendd ACE A 33-3e C 5-63 Shapes and Designs Ata Glance3. A triangle with angles 45° and 60° and one side of length 2 in. can take on a variety of shapes, depending on where the specified pieces are assembled. For ‘those who know the criteria for triangle congruence, the natural place to put the side is between the two specified angles. In that case, the figure will look like this (45? angle at A and 60° angle at B with side AB 2 in. long) © A 8 However, other triangle shapes are possible where the 2-inch side is not commen to the angles of 45° and 60°. These possibilities should be brought ‘out in discussion of this Problem, and students should be prompted to look for other examples during the Explore phase of work on the Problem, . A parallelogram with two sides of length 2in., two sides of length 1 in., and angles (of 60° and 120° will look like this D € 5. ZKLM with side KL = 1 in. side LM = 1.5 in,, KLM = 135°, and side KM = 1 in. cannot be constructed because once sides KL and LM are drawn the given conditions, the distance from K to Mis greater than 1 in. Eri Caenes 6. A triangle with all sides of length 1.5 in and all angles of 60° will look like this: © Ata Glance & 841. Answers will vary. Students have freedom to design any polygon and a description of the constraints that will define that design uniquely. In general, it will be possible to uniquely define a triangle by giving any of the familiar minimum congruence criteria (Note: SAS, SSS, ASA). ‘We expect that students will discover these criteria in the course of their attempts to describe drawing directions for the triangles that they have in mind. However, our objective at this an exhaustive analysis of the possibilities. should be a very good opportunity for clas presentations and critiques focused by questions like, "How do you know that your directions describe only one shape?” and “Could you get by with a shorter list of drawing directions?” ‘When it comes to giving directions for drawing quactilaterals and other polygons, the number of pieces of side and angle data needed increase. Again, if students present such figures as their design ‘examples, press them with the questions about uniqueness and minimal conditions. 2, The easy way to give specifications that do not uniquely define a shape is to under- specify. For example, you could give only ‘one side length and an angle or even less. The classic examples in plane geometry are those that are SSA conditions. For ‘example, angle A measuring 30 degrees, side AB measuring 2 in., and side BC ‘measuring 1.5 in. gives the two triangles shown in the sketch below. 8 Shapes and Designs Ata Glance 3. Giving design conditions that cannot be satisfied can be accomplished in many ways. There is an example in Question C, part (5) above. But there are countless ‘ways to give inconsistent combinations of side and angle conditions. For example, ‘one might call for a quadrilateral with three angles of 120°, a parallelogram with side lengths that are not equal in pairs, and many others. Copyigh © Poston Edin norosten HTHEMATICAL DSlearity, ‘AUNCH —exeuoRE —suuanize MATHEMATIC Design Challenge | Drawing with Tools—Ruler and Protractor 'Y Problem Overview Problem Description The objective of this Problem is developing student skills using tools and Teasoning to draw geometric figures subject to constraints. it explicitly addresses the Common Core State Standards for Mathematics 7.G.2: "Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions." The second part of that objective, “Focus on constructing triangles from three measures of angles or sides, noticing when the concitions determine a unique triangle, more than one triangle, or no triangle,” is addressed more fully as part of Investigation 3 in this Unit. Problem Implementation Have students work in pairs, but each student needs to make their own measurements or drawings. Assign Questions A, 8, and C. You may assign different parts of Question B to different groups. Be sure to discuss all the Questions in the Summarize, ‘Ask students to put their work on poster paper to use as a Gallery Welk in the Summarize. Depending on time, Question C can be given to students who finish early or as homework. Mater rulers, angle rulers, protractors Vocabulary There are no new glossary terms introduced in this Problem. Problem 1.5 Problem OverviewFor a mote rabust teacher experience, please visit ‘Teachor Place at mathdashboard.com/emp3 t Mathematics Background * Angle Measures Ata Glance and Lesson Plan * Ata Glance: Shapes and Designs Problem 1.5 + Lesson Plan: Shapes and Designs Problem 1.5 Y Launch Connecting to Prior Knowledge ‘You might choose to launch this Problem with the class by asking a students to think about sketching angles like those in Question A. Suggested Questions ' os + How could you use an angle ruler or protractor to draw an angle of 25°? So far, students have only sketched angles using their knowledge of benchmark angles and their estimation skills. Demonstrate how to use each tool to draw an angle of 35°. + How could you use those tools to show a complement and a supplement of an angle of 25°? (Draw an angle that is 90 ~ 25 = 65° for the ‘complement. Draw an angle that is 180 ~ 25 = 155° for the supplement) Presenting the Challenge Question C is where students ere challenged to design polygons. You can clarity the task by asking, * How could you use those tools and a line ruler to draw AABC with AB=1 inch, BC= 1.5 inch, and ABC = 35°? (Note: This drawing requires some planning to get things done in the right order. You can’t draw the two sides first. So, it might make sense to sketch what is needed before beginning the actual drawing.) Suggested Questions Draw a triangle and label the vertices A, B, and C. Use Question C, part (1) to help a students indicate where the appropriate measurements would go. That s, ask: © Where is side AB? Side BC? (They are on two sides of 2 CBA. They are the initial and terminal sides of the 35° angle.) Shapes and Designs Investigation 1 The Family of PlygonsPROBLEM MATHEMATICAL overvicw DPLAUNCH > EXPLORE — summarize REFLECTIONS * Where is 2 CBA? (Between the two sides.) * How can you draw this triangle so that side AB is 1 inch, BCis 1.5 inches; and CBA is 35°? (Draw a line segment that measures 1.5 inches, Then Use it as the initial side of the angle by measuring 35° counterclockwise. Mark the angle rotation and then draw a line from the vertex of the initial side to the 35° mark. Measure and mark 1 inch from the vertex on the terminal side. Then connect that point with a line segment to the other tend of the initial side.) 'Y Explore Providing for Individual Needs ‘When students work on the drawing tasks of Question B, monitor their work and ask them to explain the order for drawing the various parts of each figure. Note that Question B, part (3) can be drawn in several different ways and Question 8, part (5) is impossible to draw. This Problem plants the seed of an important geometry result to be developed more fully in Investigation 3—there are certain necessary and sufficient conditions fr describing a triangle. Suggested Questions ~ AAs students work on their drawings, help them think about the constraints by asking: * Ist possible to draw a polygon with the given directions? (Answers vary, depending on the given information and type of polygon. Students will begin to find out that a triangle is uniquely defined by giving all three side lengths, or two side lengths and the angle between them, or two angles ‘and the side between them (knowing two angles is the same as having all three angles). The situation is more complicated for quadrilaterals and other polygons.) * Can you only draw one or can you draw many to fit? (Answers vary for a triangle or if there is enough information for a quadrilateral.) It might be helpful to have students put their work on poster paper, Going Further Assign Question C for students who get through the earlier parts quickly. Planning for the Summary ‘What evidence will you use in the summary to clarify and deepen understanding of the Focus Question? ~ ‘What will you do if you do not have evidence? Problem 15 ExploreFor a moro robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3, Seen EE ‘y Summarize Orchestrating the Discussion {An effective summary discussion is possible after most students/groups have completed through Question B, part (3) or Question B, part (). If students have put their work on poster paper, you can conduct a Gallery Walk. Afterwards, have different students or groups show their work and explain how they produced the demonstrated results Be sure to have students discuss the various options for Question B, part (3). Encourage them to discuss why there is more than one possible triangle. (See answers for reasons.) Discuss why the triangle for Question B, part (5) does not have a solution. (See answers for reasons.) Suggested Questions For which polygons in Question B: « Is there exactly one polygon that meets the condition? Explain. (For parts (1), @), (4), and (6), there is only one polygon that meets the conditions. Part (1) is SAS. Part (2) specifies a rectangle and all 4 sides. Part (4) specifies a parallelogram and all 4 sides and angles. Part (6) is ASA and, since all angles are equal, must be equilateral) « Is there more than one polygon, but a finite number, that meet the conditions? Explain. (In part (3), you can make more than one triangle by locating the known length opposite different angles.) «Is there an infinite number of polygons that meet the given conditions? Explain. (No. All ate unique except for the triangle in part (3), which has only 2 possibilities, and the triangles in part (5), which is impossible to draw.) Reflecting on Student Learning Use the following questions to assess student understanding at the end of the lesson, «© What evidence do | have that students understand the Focus Question? * Where did my students get stuck? + What strategies did they use? * What breakthroughs did my students have today? + How will use this to plan for tomorrow? For the next time | teach this lesson? + Where will Ihave the opportunity to reinforce these ideas as | continue through this Unit? The next Unit? ACE Assignment Guide * Applications: 33-36 * Connections: 58-63 Shapes and Designs Investigation 1 The Family of Polygons,Mathematical Reflections In this Investigation, you developed an understanding of the family of polygon shapes and angles that describe rotations ‘or change of direction. You learned how to estimate angle measures and use tools to make more precise measurements. You also learned how to draw geometric shapes from a given list of properties. The following questions will help you summarize what you have learned. Think about these questions. Discuss your ideas with other students andl your teacher. Then write a summary of your findings in your notebook. 1. What are the common properties of el polygons? 2, What does the measure in degrees tell you about an angle? What are some common benchmark angles? 3, What strategies can bo used to estimate angle measures? ‘To deduce angle measures from given information? To find ‘accurate measurements with tools? Unit Project [At the end of this Unit, you wl create a special report, a poster, @ work Of art, ora slide presentation. Your project will demonstrate whet you learned about the propertos and uses of polygons. @ What ideas from this vestigation seem important or atactve twine in your presentation? stucentPege EECommon Core Mathematical Practices ‘As you worked on the Problems inthis Investigation, you used prior knowledge to make sense of them. You also applied Mathematical Practices to solve the Problems. Think back over your work, the ways you thought about the Prablems, and how you used Mathemetical Practices. Ken described his thoughts in the following way: When working Problem 1.5, am thought that there was only one possible trlangle that could have a base of 2 unite and aheight of 1 unit. Sam's example was aright triangle But, Ali showed that:the height does not have to bea side of the triangle. So, we could make whole ‘amily of triangles that have abase of 2 units and height of 1 unit. ‘Common Care Standards for Mathomatial Practice (MPS Construct viable arguments and critique the reasoning of ethers, ~ @ + Whot other Mathematica Practices en you “identify in Ken's reasoning? + Descrbo a Mathematical Practice that yo and your classmates sed to solve adfferent Problem inthis Investigation. ee ~ [ERD | Ssepes073 Ccsons. ivesiation 1 The Family of Polygons= ° MATHEMATICAL AUNCH D summarize D> Rervecrions ————————— 'Y Mathematical Reflections Possible Answers to Mathematical Reflections 1. Every polygon consists of a set of points in a plane. The points are connected in order by line segments so that only two connecting sides meet at a vertex. The line segments are the sides of the polygon and the sides do not intersect at any ether point except at vertices. The two sides that meet at a vertex form an angle All polygons have sides, vertices, and angles. 2. The measure in degrees of an angle tells the amount of rotation needed to move from facing the direction of the intial side to facing the direction of the terminal side. The most common benchmark angles have degree measures of 30, 45, 60, 90, 180, 360, and their multiples. Each represents a basic common fraction of a full turn 3. Mental images of common benchmark angles help students to understand angle size. The facts that 90° angles represent quarter-turns or square corners and that 180° angles are straight angles or haif-turns are useful for finding angle measures from given information. To find accurate measurements with tools, an angle ruler of a protractor can be used. Possible Answers to Mathematical Practices Reflections Students may have demonstrated all of the eight Common Core Standards for Mathematical Practice during this Investigation. During the class discussion, have students provide additional Practices that the Problem cited involved and identify the use of other Mathematical Practices in the Investigation. ‘One student observation is provided in the Student Edition. Here is another sample student response, In Problem 1.1, we looked for patterns that show how data and geometric shapes are related to each other: We grouped the shapes in ways that looked at: different properties of the shapes, such as number of sides, length of the sides, size of the angles, and parallel ornonparalel sides, We discussed sorting by equal angles or number of sides. We corted by the number of sides. Then, we made ‘Some subdivisions within some of these, For example, we sorted the four-sided polygons into parallelogram and nonparallelograms, We then wrote descriptions for each set: baced on their common properties. MP7: Look for and make use of structure. Problem 15 Mathematical Relecions CERName nna - Date... Class CI eSeueear ie Check Up bo. use afte Lrsstigation | 1. Give the measure of angle 2 in each of the shapes below. b Copyright© Pearson Eda Ine, oi alates, Al Rights ReservedName... ca aon e a Class........ Si oeuel saris Check Up Gontiwued) 2. Autumn places the following shapes into a group. Io The shape below does not belong in the group. Give one reason Autumn put shapes V, M, and Kin a group. Draw and label the polygon with the following properties. ZABC = 90°, ZBCA = 45°, and side BC= 1 in. Copiht © Pearson Eduction, In, ori aise Al RightsReservedName Date Class Siac Check Up Conte) 4, One common place we see angles is on the face of a clock. At the start of each hour, the minute hand points straight up to the twelve. 1. Use the clock below. Sketch the minute hand on the clock at the start of an hour. Then sketch the angle formed by the minute hand after ten minutes have passed. b. Give the measure of the angle. 5. Use the figure below. A 8 c a. Find one angle that is supplementary to BGA. Find one angle that is complementary to 2 BAG. Copyright© Person Eastin, ne, ori iat AlRights Raened- Assessment Answers Check Up 4. a. 90° b. 60° c. 120° d. 60° 2. a. Answers will vary. Students may say that opposite angles are equal, or that each shape has two angles equal. Other answers may occur. 3. Students should draw a right, isosceles triangle, with side lengths of 1, 1, and V2; and angle measurements of 45°, 45°, and 90°. A ia ia Viin 7 in. ic 4a. b. 60° 5. a. ZBGD b. ZGAF STE ESE Urea Partner Quiz 4. a. Yes; squares can be used to tile since all angles are 90°, and 4 90° = 360°, which is the degree measure in a full ‘urn. No; regular pentagons cannot be used alone to tile a floor. Since the angle sum of a regular pentagon is 540°, each interior angle is 540° + 5 = 108°, which is nota factor 0f 360. Thus, copies of a 108° angle will not fit around a point. 2. No; the sum of the angles of a triangle are 180°, and the two given angles already equal 180°. 3.30° 4, a, mZ1 = 40°, mZ2=75°, mZ3 = 105°, mZ4 = 140°. b, Possible answer: The interior angle is equal to (180° ~ exterior angle). 5. 2160°; possible answer: (14-2) x 180° Unit Test 4. a. The angle sum is (8 — 2) X 180° = 1080°. To find the angle sum you can pick a vertex of the polygon and draw triangles. Ifyou do this with an octagon, you will get 6 triangles, each of which has 180°, so the answer is 6 180° = 1080”. b. There are 360° + 8 = 45° in each exterior angle. To find the number of degrees in the exterior angle of a regular polygon you divide 360° by the number sides (or number of angles) Covnicht on, In, ort ais Al Rights Rendp INvesticaTion OVERVIEW Neate) Designing Polygons: The Angle Connection Y Investigation Overview Investigation Description The central objectives of Investigation 2 are to develop student understanding of several basic properties of polygons and their applications—the size and sums of interior and exterior angles and the explanation of tessellations in designs like the surfaces of honeycombs. Students frequently use variables to represent quantities such as the number of angles/sides and the total angle sum and construct simple equations to reason about the quantities in question. The Investigation has four Problems. Problem 2.1 develops basic results about the interior angles of regular polygons, and Problem 2.2 generalizes those results to all polygons. Problem 2.3 examines the beehive surface tessellation and develops the result that triangles, quadrilaterals, and hexagons offer the only regular tilings of the plane, Problem 2.4 develops the concept of interior and exterior angles of polygons and basic results about the size and sum of exterior angles in polygons (including the concept of supplementary angles). This understanding of the angle sum in a polygon is also important to designing polygons. Students also apply interiorexterior angle pairs to what they know about supplementary angles in ‘multi-step problems to write and solve simple equations for an unknown angle in a figure. Problem 2,4 also has students examining different forms of an expression and the way these forms shed light in the problem and how the quantities init are related Investigation Vocabulary * regular polygon * tessellation * interior angles * irregular polygon * concave polygon angles * tiling * convex polygon Mathematics Background * Polygons * Angle Sums in Polygons + Tessellations * Interior Angles of Regular Polygons * Angle Measures + Exterior Angles of Regular Polygons Investigation Overview Teacher GuideFor a more robust teacher experiance, please visit Teacher Place at mathdashboard.com/emp3 Fase ne ene Planning Chart (oon ACE ve Problems 2.1 1-2, | Iday _ | Labsheet 2ACt “Teaching Aid 2.18 16-18, Exercise 2 Table (accessibility) | Regular Polygons a Labsheet 2ACE: Teaching Aid 2.18 Exercise 2 Seaffolded Angle Sum Pattorns in (eccessibilty) Regular Polygons shapes sets, angle rulers Teaching Aid 2.1 Different-Sized Regular Polygons Problem 2.2 311, | tday | Labsheet 22 Teaching Aid 2.28 %, Trevor's and Casey's Methods | Angle Sum of Triangle 23-24 and Quadrilateral Teaching Aid 2.28 Angle Sums of Any Polygon Problem 2.3 12-13, | tday | shapes sets, angle rulers ‘Teaching Aid 2.3 20 Honeycombs Problem 2.4 1415, | iday | Labsheet 24a: ~ 21,25 Question A (accessibility) | angle rulers i Mathematical | Ye doy Reflections ‘Assessment: 1day | » Partner Quiz + Assessments Partner Quiz Answer Key Goals and Standards Goals Properties of Polygons Understand the properties of polygons that affect their shape plore the ways that polygons are sorted into families according to the number and length of their sides and the size of their angles «+ Explore the patterns among interior and exterior angles of a polygon + Explore the patterns among side lengths in a polygon oe « Investigate the symmetries of a shape—rotation or reflection * Determine which polygons fit together to cover a flat surface and why * Reason about and solve problems involving various polygons HEED shopes.nd Designs Investigation 2 Desig 19 Polygons: The Angle ConnectionINVESTIGATION GOALS AND OVERVIEW Relationships Among Angles Understand special relationships among angle: ** Investigate techniques for estimating and measuring angles * Use tools to sketch angles * Reason about the properties of angles formed by parallel ines and transversals + Use information about supplementary, complementary, vertical, and .cent angles in a shape to solve for an unknown angle in a multi-step problem Constructing Polygons Understand the prope! needed to construct poly’ STANDARDS. 3s igons * Draw or sketch polygons with given conditions by using various tools such as a ruler, protractor, or technology, and techniques such as freehand * Determine what conditions will produce a unique polygon, more than one polygon, or no polygon, particularly triangles and quadrilaterals ‘+ Recognize special properties of polygons such as angle sum, sidetength relationships, and symmetry that make them useful in building, design, and nature + Solve problems that involve properties of shapes Mathematical Reflections Look for evidence of student understanding of the goals for this Investigation their responses to the questions in Mathematical Reflections. The goals addressed by each question are indicated below. 1. How is the number of sides related to the sum of the inter polygon? What about the sum of the exterior angles? angles in a 2. How is the measure of each interior angle related to the number of sides in a regular polygon? What about the measure of each exterior angle? Goal * Explore the patterns among interior and exterior angles of a polygon '3. Which polygons can be used to tle a flat surface without overlaps or gaps? Why are those the only figures that work as tiles? Goal * Determine which polygons fit together to cover a flat surface and why Standards Common Core Content Standards 7.EE.A.2 Understand that rewriting an expression in different forms in a probl context can shed light on the problem and how the quantities init are related. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical lem problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Gas and standardsFora more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 7.G.B.5 Use facts about complementary, supplementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Facilitating the Mathematical Practices Students in Connected Mathematics classrooms display evidence of multiple Common Core Standards for Mathematical Practice every day. Here are just a few examples of when you might observe students demonstrating the Standards for Mathematical Practice during this Investigation. Practice 1: Make sense of problems and persevere in solving them. Students are engaged every day in solving problems and, over time, learn to persevere in solving them. To be effective, the Problems embody critical concepts and skills and have the potential to engage students in making sense of mathematics. Students build understanding by reflecting, connecting, and communicating. These student-centered problem situations engage students in articulating the "knowns" in a problem situation and determining a logical solution pathway. The student-student and student-teacher dialogues help students not only to make sense of the problems, but also to persevere in finding appropriate strategies to solve them. The suggested questions in the Teacher Guides provide the metacognitive scaffolding to help stuclents monitor and refine their problem-solving strategies. Practice 4: Model with mathematics. In Problem 2.2, students can use the draw and tear technique to model the angle sums of triangles and quadrilaterals. In Problem 2.3, students use the Shapes Set to determine which polygons other than hexagons can create tessellations. Students may also experiment with combinations of polygons to see which can create tessellations, such as the regular octagon used in conjunction with the square. Practice 8: Look for and express regularity in repeated reasoning. ‘As students work to develop formulas for angle sums, opportunities present themselves for them to seek patterns and reason about them. In Problem 2.1, for example, students may notice that there is a relationship between the number of sides of @ regular polygon and the measure of each angle. By seeking a pattern in a table, students can use repeated reasoning to complete information for unknown figures, such as those with seven or more sides. Students identify and record their personal experiences with the Standards for Mathematical Practice during the Mathematical Reflections at the end of the Investigat HEERIED shoes and designs Investigation 2 Designing Polygons: The Angle ConnectionAta Glance Problem 2.1 2 ie 1 Angle Sums of Regular Polygons Fou, Question What i a regular polygon with n sides? Launch Begin by reminding students that the shape of a polygon depends on both the number and length of sides and on the angles at which those sides meet. Have students look at the sample of regular polygons presented in the text Suggested Questions + What isa regular polygon? ‘+ What happens to the measures of the angles as the number of sides increases? ‘+ Which polygon has angles that appear to be the smallest? * Which polygon has angles that appear to be the largest? At this point, students should be able to see that as the number of sides increases, the connecting angles get larger. Explore Guide students to make measurements of figures in the Shapes Set and to look for patterns in those measurements. Have the students ‘think of the last colurnn as the product of 180° and 1, 2,3, 4, ete. By your guiding students in this manner, they should come to realize that the angle sum is equal to 180{n ~ 2) Suggested Questions * In the last column, are the measurements approximately equal 10 ‘a multiple of 180? Suggest that students take several measures of the same angle or that they compare their angle measures with those of others in the group. The collection of measures should suggest a measure close to the actual measure of the angle. Summarize Pacing | Day fe of each angle and the sum of all angles ina Key Vocokulany * regular polygon * irregular polygon Wotrials Accessibility Labsheet + 2ACE: Exercise 2 Teaching Aids + 2.18: Reguler Polygon + 2:18: Angle Sum Patterns in Regular Polygons * 2.1C: Different Sized Regular Polygons * Shapes Set * angle rulers With input from the class, fill in the missing information. Accept, record, and then discuss all answers. Suggested Questions * Ihave listed the names of the five regular polygons you had to measure. For the triangle, what numbers do you have to fill in the next three columns? Who hhas something diferent? AtaGlance @EG‘+ Why do we have different answers when we all measured the same angles? * Look at all the answers that are now recorded on the chart. Are there any that don’t seem reasonable? + What patterns do you notice in the way the size ofthe angles is increasing? * What patterns do you notice in the way the size of the angle sum is increasing? Some students may look at the angle sums and observe the relationship to the triangle’s 180° angle sum. Applications: 1-2 | Cone Extensions: 22 Answers to Problem 2.1 A. 1-4, Have students work in pairs or groups to complete the table of data about side and angle measurements. The completed table will look like this: e wera Sure) Triangle 3 60" 180° "Square 4 90° 360° [Pentagon | 5 108" 540" Hexagon | 6 120" 720° | Heptagon| 7 | 128.6" ‘200° ‘Octagon 8 135° 1,080" Nonagon| 9 | 140° ~| 1,260" Decagon 10 saa | 1,440" | It seems unlikely that most students will see a pattern in the first four entries for measures of individual angles that will allow extension of the table. However, the pattern in the “Angle Sum" column is simpler (add 180 for each additional side), so they might be able to use that to get at the results for individual angles. TERED stopes and designs Ata Glance B, Students should realize that the “length of sides does not have any bearing on size of an angle. Thus the pattern relating number of. sides to angle sum and individual angle size should hold in general Possible explanation: The total angle sum will be the product of 180 and 2 less than the number of sides/angles. The formula is given by $= 180(n — 2) or 180n — 360. This gives a good opportunity to revisit the Distributive Property and early work on equivalent expressions from the Variables and Patterns Unit of Grade 6. (Note: At this point we do not expect students to have a deductive argument justifying their formula, just an observation about the pattem in the table values.) D. To find the measure of each angle, take the result found in Question C and divide by the total number of sides/angles. This leads to the formula A= 180(n ~ 2)/n or (180n ~ 360)/n or 180 ~ 360n, These formulas are inferences from the formula for angle sum. Since each angle is the same size, to find the size of each angle we divide the sum by the number of angles. Recommended ACE: Al*2 Conrigt © Penton Edition ne, ore iit A @.p PRoBlen OVERVIEW To):1ay] a | Angle Sums of Regular Polygons ‘Y Problem Overview Feeus Question What is the size of each angle and the sum ofall angles ina regular polygon with n sides? Problem Description ‘The goal of this Problem and the next is to develop a formula that predicts the sum of interior angles for a polygon of n sides, especially the instances of that pattern for triangles (180°) and quadrilaterals (360"). Knowing these angle sums is important for determining missing angles in constructing triangles and quadtilaterals. For example, if you know that two angles of a triangle are 70° and 50®, then the other angle is 180° ~ 120°, or 60°. Students begin by examining regular polygons. Problem Implementation Have students work in groups of 2 or 3to answer the questions. Materials * Labsheet 2ACE: Exercise 2 Table (accessibility) * Labsheet 2ACE: Exercise 2 Scaffolded (accessibility) * Teaching Aid 2.1: Regular Polygons * Teaching Aid 2.18: Angle Sum Patterns in Regular Polygons * Teaching Aid 2.1C: Different-Sized Regular Polygons Shapes Set angle rulers Vocabulary + regular polygon + irregular polygon Mathematics Background + Angle Sums in Polygons Problem 2.1 Problem Overview (QIFore more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 Ata Glance and Lesson Plan * Ata Glance: Shapes and Designs Problem 2.1 + Lesson Plan: Shapes and Designs Problem 2.1 ‘” Launch Connecting to Prior Knowledge You might launch the Problem by reminding students of something they have ‘observed in earlier work of this Unit—the shape of a polygon depends on both the number and length of sides and on the angles at which those sides meet. Itis, important to have a way of determining the measures of the angles in a polygon. Suggested Questions Begin by reviewing the definition of a regular polygon. Use some regular polygons from the Shapes Set as examples. ‘+ What isa regular polygon? (A regular polygon is one in which all sides are the same size and all angles are the same size.) Take a few suggestions, and clarify them until their definition is correct. : + In Investigation 1, you were trying to find out what properties polygons have, including regular polygons. You want to continue to think about ' ‘these regular polygons by investigating the size of their angles. What happens to the measures of the angles as the number of sides increases? (As the number of sides increases, the measure of the angles increases aswell.) Students should understand that the angles being discussed are the angles “inside” the polygon, or interior angles. Interior angle is a term that is not necessary at this point and will be formally introduced in Problem 2.4. Presenting the Challenge Display Teaching Aid 2.1: Regular Polygons. Have students look at the sample f of regular polygons presented in the text and ask what they notice about the relationship between number of sides and size of connecting angles. Suggested Questions ‘ Which polygon has angles that appear to be the smallest? (Shape A, the equilateral triangle, has angles that appear to be the smallest.) ‘+ Which polygon has angles that appear to be the largest? (Shape F, the regular octagon, has angles that appear to be the largest.) HEIBEIED stepcs ans designs Investigation 2 Designing Polygons: The Angle ConnectionDLAUNCH PpeKPLoRE — suine eee ———————————————— * Which of these polygons were used to measure their interior angles in Investigation 1? What is the angle measure of each? (Students found that the measures of the angles of an equilateral triangle are 60°. The angle measures of a square are 90° and the angle measures of a regular hexagon are 120°. Record these in your table.) These questions are asking students to make informal observations about the sizes of the interior angles without using measuring tools. They should be able to answer these questions from their exploration in the previous Investigation. At this point, students should be able to see that as the number of sides increases, the connecting angles get larger. If students are having difficulty seeing this relationship, demonstrate at the overhead projector how the sizes of the angles compare by placing one shape on top of another. The challenge of the Problem is to find a rule that makes that pattern more explicit. ‘Y Explore Providing for Individual Needs o~ This Problem takes an experimental approach to the question about angle sums in polygons. Thus, students are guided to make measurements of figures in the Shapes Set and to look for patterns in those measurements. For efficiency, suggest that students divide the measurement work among group members and record their findings in a common group table. Assure them that measurements will vary, depending on accuracy of shape construction and precision in use of the angle ruler or protractor tools, but they should do the best they can. In Problem 2.3, students develop a proof for the formula for finding the angle sum of any polygon, Because of the precision-of-measurement problem, a simple pattern in the angle sum numbers may not be obvious. So students might have difficulty coming up with answers to Questions C and D. Direct students to look at the last column of the table in Question A, Part 1. Students should recognize that the first two entries are 180 and 2(180). If you ask whether the pattern continues in the subsequent results, students may be able to look beyond the small discrepancies and recognize that the numbers in the last column represent approximately the multiples of 180°. Have the students think of the last column as the product of 180° and 1, 2, 3, 4, and so on. Here, they should consider how 1, 2, 3, 4, and so cn, are related to the number of sides (always 2 less than the number of sides). By your guiding students in this manner, they should come to realize that the angle sum is equal to 180(n ~ 2). At this point, students may be able to figure out Question D. If not, ask them to see about relating the measure of each interior angle to the angle sum. Here, the measure of each interior angle is the quotient of the angle sum and the number of sides Suggest that students take several measures of the same angle or that they compare their angle measures with those of others in the group. The collection of measures should suggest a measure close to the actual measure of the angle. Problem 21 ExploreFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 SS ~ Planning for the Summary What evidence will you use in the summary to clarify and deepen understanding of the Focus Question? What will you do if you do not have evidence? ‘Y Summarize Orchestrating the Discussion Display Teaching Aid 2.1B: Angle Sum Patterns in Regular Polygons. With input from the class, fill in the missing information. Accept, record, and then discuss all answers. Itis likely that many students will have angle measures that are close to the actual measures but not exact. Some students may disagree with the measurements others give. Suggested Questions ~ ++ Ihave listed the names of the five regular polygons you had to measure. For the triangle, what numbers do you have to fill in the next three columns? Who has something different? (Yes. Students share their data, which are also recorded in the chart.) ‘+ Why do we have different answers when we all measured the same angles? Does anyone have a suggestion for how we might resolve the angle measures we disagree on? (Possible answer: Measure the interior angles again, which may help to eliminate some of the measures from the chart.) * Look at all the answers that are now recorded on the chart. Are there any that don't seem reasonable? (Responses may vary, but be sure to have students provide a mathematical reasoning for eliminating further answers.) * What patterns do you notice in the way the size of the angles is increasing? (The angles continue to increase, but they increase at a slower rate as the number of sides of the polygon increases.) ‘* What patterns do you notice in the way the size of the angle sum is increasing? (The angle sum increases by 180 for each additional side.) ‘Ask the students if-then questions to help deepen their understanding. * fa regular polygon has 20 sides, what will be the sum of all the angles in that polygon? Explain why your answer makes sense. (The sum of all the angles is 180(20 — 2), which is 3,240, Using the triangle approach, we see 7 that 18 triangles can be formed in a 20-side polygon.) ’ [EERIID shapes and designs Investigation 2 Designing Polygons: The Angle Connectioni > sunmanize eee * Ifa regular polygon has 20 sides, each angle must have how many degrees? Explain why your answer makes sense. (Each angle measures 375°, or 162°, Since we have a lot more sides, the interior angles are getting wider) lf you gently encourage students to make observations about patterns in the chart, some may look at the angle sums and observe the relationship to the triangle’s 180° angle sum. You may have a student who extends this relationship by noticing that a square contains two triangles (by drawing one diagonal, 180° - 2 = 360"), a pentagon contains three triangles (by drawing two diagonals from one vertex, 180° + 3 = 540°), and so on. This will be useful for the Launch to Problem 2.3. If students are not ready, itis not necessary to force the issue now. Question B tries to expand the ideas students have just developed. Display Teaching Aid 2.1C: Different-Sized Regular Polygons. Students are asked to consider what happens to the angles of regular polygons when the lengths of the sides change. They measure the angles of the nested polygons and observe that they remain the same regardless of side length. The larger figures are similar to the smaller figures. In similar figures, angles are the same. These ideas are developed more fully in Stretching and Shrinking. Question B reinforces the idea that changing a side length does not affect the size of an angle. If students are ready, you can discuss the formulas that are asked for in Question C and Question D. Reflecting on Student Learning Use the following questions to assess student understanding at the end of the lesson. * What evidence do I have that students understand the Focus Question? + Where did my students get stuck? * What strategies did they use? + What breakthroughs did my students have today? * How will | use this to plan for tomorrow? For the next time | teach this lesson? * Where will | have the opportunity to reinforce these ideas as | continue through this Unit? The next Unit? ACE Assignment Guide + Applications: 1-2 * Connections: 16-18 + Extensions: 22 Labsheet 2ACE: Exe 2 Table (accessibility) shows how you can provide @ table to help students organize their work for an ACE Exercise. Labsheet 2ACE: Exercise 2 Scaffolded (accessibility) illustrates how you can add scaffolded questions to provide additional assistance to students struggling with breaking a question into smaller parts. Problem 2.1 Summarize QTEName “ = Date... Class Labsheet 2ACE Exercise 2 2. Below are sets of regular polygons of different sizes. Remember regular polygons are shapes that have all their sides and all their angles equal. Polygon 1 Polygon 2 Polygon 3 Polygon 4 Polygon Polygon 6 A/\AQOOO Ooc Polygon 7 Polygon 8 Polygon Polygon 10.~—Polygon 11_Polygon 12 What is the sum of the angles in Polygon 1? What is the sum of the angles in Polygon 2? What is the sum of the angles in Polygon 3? Did changing the length of a side of a regular triangle change the sum of the interior angle measures? What is the sum of the angles in Polygon 4? What is the sum of the angles in Polygon 5? What is the sum of the angles in Polygon 6? Did changing the length of a side of a regular hexagon change the sum of the interior angle measures? Shapes and Designs Investigation 2 Coos @ PeanonName..... cae sae Date.... LB) intl sle/ 7. ot Exercise 2 What is the sum of the angles in Polygon 7?. What is the sum of the angles in Polygon 87. What is the sum of the angles in Polygon 9? Did changing the length of a side of a regular retangle (i. a square) change the sum of the interior angle measures? What is the sum of the angles in Polygon 10? What is the sum of the angles in Polygon 112 What is the sum of the angles in Polygon 12? Did changing the length of a side of a regular pentagon change the sum of the interior angle measures? Does the length of a regular polygon affect the sum of the interior angles? Explain. Shapes and Designs ee Investigation 2PNEEMCET ey Problem 2.2 Pacing 1 Day 2 . 2 Angle Sums of Any Polygon Feeus Question What is the angle sum of any polygon with n sides? How do you know that your formula is correct? Launch a As a whole-class demonstration to find the angle sums of triangles and quadrilaterals Key Vocabulony Suggested Questions + polygons * Doyou think the angle sum of any triangle is 180°? * angle measures How can you check? + angle sums in + What do you observe about the sum of the angles ofthe triangle? Polygons + Based on your experiments, what isthe angle sum of any triangle? Woathiahe * Can you make a conjecture about the angle sum of any quadrilateral? Labsheet © 2.2: Trevor's and * Do similar patterns hald for other polygons Casey's Methods Explore Teaching Aids . : saenssreonaes * 2.28: Angle Sum AAs you circulate, check that students see how the angles of subdivision of Triangle and triangles actually add up to the angles of the polygon. Check that Quadrilateral students see how the subdivision into triangles actually includes 360° # 2.28: Angle Sum that are not part of the polygon angles. Some students may need to of Any Polygon be remincled that the sum of the angles around a point is 360° Suggested Questions ‘+ How many degrees are there in a circle? + How many triangles do you count in the polygon? For students who see the patterns quickly, ask them to make a general rule. Summarize ‘The key result is an answer to the Focus Question. Students might not be able to express this in the most compact symbolic form, 180(n ~ 2), or even in symbolic form at all, but you might be able to help them get to such an expression with questions like this. Suggested Questions * Are the angle sums of these polygons the same as the angle sums of regular polygons with the same number of sides? © What about the measure of each interior angle? Inc i iat, A fighs Reere Ata Glance 237+ What s the angle sum of @ 12-sided polygon? A 100-sided polygon? ‘+ What is the angle sum of any polygon with n sides? * Using the rule, what is the angle sum of a polygon with 50 sides? re a Applications: 3-11 | Connections: 19 Extensions: 23-24 Answers to Problem 2.2 A. Devon's strategy 1. Sum is 180° for triangles and 360° for quadhilaterals, 2, Tests with other paper triangles should yield the same results. 3. Using Devon's strategy on pentagons, students will see that they get another 180° covered by the corner tear-offs. With hexagons they will get two full coverings, or 720°. 4, Yes. For a pentagon, the sum is 3» 180, (0r3 straight angles. For a hexagon, the sum is 4 + 180, or 4 straight angles. Trevor's strategy 41. The indicated process partitions each polygon into n— 2 triangles (where n is the number of sides of the polygon) Students might describe in words that the number of triangles formed is 2 less than the number of sides of the polygon. 2. The angle sum of a pentagon is 540°; of a quadrilateral it is 360°; of ahexagon itis 720°. Students might count the triangles formed and multiply that number by 180, fr students might apply the formula developed in Problem 2.1. 3. The angles of the triangles piece together to give the angles of the polygons. Ifa triangle has an angle sum of 180", then a polygon of n sides must have an angle sum of 180(n ~ 2)°, Shapes and Designs Ala Glance Gs D. Casey's strategy 41. The indicated strategy partitions each polygon into n triangles. The angle sum of the pentagon is 540°. The angle sum of the quadrilateral is 360°, The angle sum of the hexagon is 720”. The angles of the polygon are part of those triangles, but there is always a set of angles at the center with measure summing to 360°. 2. The formula from this perspective looks like 180n ~ 360, an equivalent expression to the result in Question B. The results of student analyses of the three strategies for calculating angle sum should confirm the pattern discovered in their work with regular polygons. Again, students might come up with several different forms of the expression for calculating angle sum. Itis an opportunity to revisit the concept of ‘equivalent expressions from Variables and Patterns in Grade 6, Recommended ACE A: 3-\ C: IeAngle Sums of Any Polygon 'Y Problem Overview Freus Question What is the angle sum of any polygon with n sides? How do you know that your formula is correct? Problem Description Problem 2.2 asks students to make an important generalization about the angle sum property they might have discovered for regular polygons in Problem 2.1, and it offers three different strategies for making that generalization. While you might find it unnecessary to use all three strategies for thinking about angle sums, each approach is an illustration of a very important practice in geometry—cutting a given figure into smaller pieces (preferably triangles) and showing how the properties of those pieces can be used to get results about the whole figure. Problem Implementation Have students work in groups of 2 or 3 to answer the questions. Materials * Labsheet 2.2: Trevor's and Casey's Methods * Teaching Aid 2.2A: Angle Sum of Tangle and Quadrilateral ‘+ Teaching Aid 2.2B: Angle Sums of Any Polygon Vocabulary There are no new glossary terms introduced in this Problem. Mathematics Background + Polygons * Angle Measures + Angle Sums in Polygons HHIBRTED sh0005 anc dosigns investigation 2 Dectgning Polygons: The Angle ConnectionD Svenview D-LAUNCH EXPLORE...” SUMMARIZE Ata Glance and Lesson Plan ‘* Ata Glance: Shapes and Designs Problem 2.2 ‘+ Lesson Plan: Shapes and Designs Problem 2.2 ‘Y Launch Launch Video This video shows two students exploring the sum of the angles in a triangle. It animates the “draw and tear” experiment in the Student Edition. You can show this Video instead of the introduction in Presenting the Challenge. Visit Teacher Place at mathdashboard.com/cmp3 to see the complete video. ‘After showing the video, ask students to make a conjecture about the sum of the measures of the angles of a quadrilateral. Continue with the Presenting the Challenge by conducting the experiment with the class to find the sum of the angles in a quadrilateral. Connecting to Prior Knowledge Depending on how students concluded their work on Problem 2.1, you might choose to launch Problem 2.2 in one of two different ways. If they developed a confident conjecture about the angle sum of a regular polygon, you can follow the text prose here to suggest that they explore other nonregular figures to see if the pattern holds for those as well. If students did not develop a confident conjecture about angle sums, you could suggest that the parts of this next Problem provide another way of thinking about 192 result not only for regular polygons but the Problem—along the way get any polygons. Presenting the Challenge Use Question A as a whole-class demonstration to find the angle sums of triangles and quadrilaterals. Teaching Aid 2.2A: Angle Sum of Triangle and Quadrilateral can be used to show the tear-off method for triangles and quadrilaterals, or you can show the Launch Video. Teaching Aid 2.28: Angle Sums of any Polygon can be used in Questions B and C to demonstrate the diagonals. Hand out Labsheet 2.2: Trevor's and Casey's Methods to help students organize their work as they record the angle sums. Problem 22 LaunchFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 Suggested Questions Begin by asking students whether or not they think the angle sum formula or pattern for regular polygons they developed in Problem 2.1 will hold for polygons in general. * Do you think the angle sum of any triangle is 180°? How can you check? (Yes. Possible responses include measuring the angles in different types of triangles—such as right, acute, or obtuse, as well as equilateral, isosceles, or scalene—or tearing off the angles and forming a straight line.) Draw a triangle on a sheet of paper and label the angles 1, 2, and 3. After cutting out the triangle, tear off all three angles and arrange the angles around a point on another sheet of paper. ‘= What do you observe about the sum of the angles of the triangl the three angles form a straight line, the sum of the angles is 180°. Repeat the experiment with different shaped triangles. * Based on your experiments, what is the angle sum of any triangle? (The angle sum of any triangle is always 180°.) ‘Whether you did the triangle experiments as a class or used the Launch Video, at this point you should ask students to think about what they might find if they repeat this “draw and tear” experiment for a quadrilateral. Students may suspect that the angle sum for quadrilaterals will be greater than 180° but may not be confident about the actual angle sum. Conduct an experiment with the class. Draw a quadrilateral on a sheet of paper and label the angles 1, 2, 3, and 4, After cutting out the quadrilateral, tear off all four angles and arrange the angles around a point on another sheet of paper. * Based on the picture, what is the sum of angles 1, 2, 3, and 4? How do you know? (360°, because the angles fit around a point) * Can you make a conjecture about the angle sum of any quadrilateral? (The angle sum of any quadrilateral is 360°.) HERDED shapes and esigns investigation 2 Designing Polygons: The Angle Connection' PaOsLE PROBLEM AUNCH > EXPLORE SUMMARIZE * Do similar patterns hold for other polygons? (Students may predict that the angle sums match the results they got in Problem 2.1. They may begin to state the sums as multiples of a straight angle or multiples of 180°.) ‘Some students may need to be reminded that the sum of the angles around a point is 360°. You can ask students to repeat the experiment for a pentagon and hexagon in their groups. Now describe the other two methods for finding the sum of the angles of a polygon with more than three sides. The first method involves the use of interior diagonals from a given vertex of a polygon, while the second method involves diagonals drawn from the center of a polygon to all ofits vertices. You could have half of the students analyze one method and the others analyze the other method. During the Summarize, a person from each group can present the argument for the reasoning in the method they explored. You could also assign one for the class to work on in class and then assign the other for homework. ‘You can assign Question A to each group and Questions B and C to half of the groups. Be sure to discuss all three methods in the Summarize. ‘Y Explore Providing for Individual Needs Hand out Labsheet 2.2: Trevor's and Casey's Methods so students can draw using Trevor's and Casey's methods on a quadrilateral, pentagon, and hexagon. {In Question B, check that students see how the angles of subdivision triangles actually add up to the angles of the polygon. For students having a hard time seeing that the sum of the angles of a polygon is equal to the sum of the angles in the (n- 2) triangles, you can suggest numbering the angles of the triangles using Devon's method. {In Question C, check that students see how the subdivision into triangles actually includes 360° that are not part of the polygon angles (around the center point), A similar numbering method may also help with Casey's method. Some students may need to be reminded that the sum of the angles around a point is 360°. Going Further For students who see the patterns quickly, ask them to make a general rule. Ask how their answers compare to their answers to Problem 2.1. Test your rule using the octagon on Labsheet 2.2: Trevor's and Casey's Methods. : Problem 22 Explore QUEMFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 a, =~ Planning for the Summary What evidence will you use in the summary to clarify and deepen understanding of the Focus Question? ‘What will you do if you do not have evidence? ‘Y Summarize Orchestrating the Discussion The key result of work on this and the preceding Problem is an answer to the Focus Question for this Problem. Students might not be able to express this in the ‘most compact symbolic form, 180(n ~ 2), or even in symbolic form at all, but you might be able to help them get to such an expression with questions like this. Have someone explain each method. Be sure the class understands the explanations. Let them ask questions. Suggested Questions ‘+ Are the angle sums of these polygons the same as the angle sums of regular polygons with the same number of sides? (Yes.) ‘* What about the measure of each interior angle? (No; because in a regular polygon each interior angle has the same size, and in these polygons the angles are not necessarily the same size.) ‘* What is the angle sum of a 12-sided polygon? A 100-sided polygon? (A 12sided polygon has an angle sum of 1,800° and a 100-sided polygon has an angle sum of 17,640", ‘+ What isthe angle sum of any polygon with n sides? (180° x (n— 2)) '* Using the rule, what is the angle sum of a polygon with 50 sides? (8,640°) Here is an example: You can modify the chart in Problem 2.1 so that students see that the angle sum of any polyhedron is 180° x (n ~ 2). Use this chart to launch the next problem. ) Shapes and Designs Investigation 2 Designing Polygon. The Angle ConnectionPROBLEM PROBLEM, | AyNcH EXPLORE _ > SUMMARIZE For each shape you can use either method. For the hexagon using Casey's method: 180° + 6 ~ 360° = 1,080° ~ 360° = 720°. For the pentagon using Devon's method: (n~ 2) + 180° = (5 ~ 2) + 180° = 540°, where nis the number of sides. ‘* How many degrees are there in the angles of any triangle? (180°) * fa quadrilateral is split into triangles, how many triangles are there? (There are 2 triangles.) * What does that say about the angle sum of any quadrilateral? (The angle sum is 360°,) '* How about a pentagon? A hexagon? An n-gon? (A pentagon produces 3 triangles and an angle sum of 180 - 3 = 540. A hexagon produces 4 triangles and an angle sum of 180 « 4= 720. An n-gon produces n=2 triangles and an angle sum of (n ~ 2) + 180.) Note that this sequence of questioning doesn't apply, without some tweaking, to Devon's method of subdivision for n-gons. You can ask the following questions to further check for understanding. * Ifthe angle measure of a regular polygon is 144°, what is the number of sides of the polygon? (10 sides) « Ifa polygon has 15 sides, what is the sum of its interior angles? (2,340°) Reflecting on Student Learning Use the following questions to assess student understanding atthe end ofthe ‘+ What evidence do | have that students understand the Focus Question? * Where did my students get stuck? * What strategies did they use? * What breakthroughs did my students have today? ‘+ How will | use this to plan for tomorrow? For the next time I teach this lesson? ‘* Where will I have the opportunity to reinforce these ideas as | continue through this, Unit? The next Unit? ACE Assignment Guide + Problem 2.2 Summarize (ERName Class Elst wyay7y LIQO Casey's Method TID ‘Shapes and Designs Investigation 2PNEMC Tale) Problem 2.3 Pacing 1 ay 2 3 The Bees Do It: Polygons in Nature 1 be used to tile a surface ‘and how do you know that Launch You might launch the Problem by asking students if they have seen honeycombs made by bees and, if so, why they think the surface has Key Vocabulary its distinctive pattern of hexagons. * tilings ‘Suggested Questions * tessellations * Why do these regular hexagons fit so neatly? . * What other regular polygons do you think can be used to tile a surface? Explain why you think these can tile a surface. Teaching Aid Itis important to make students aware that the measure of each angle * 2.8: Honeyeombs ina regular n-gon is the angle sum divided by n. You will probably * Shapes Set find it useful to recall the formula $= (n — 2)180 for the angle sum of fod ue + angle rulers 9 « protractors Explore For students who need some hints Suggested Questions * What is the measure of each angle in a regular polygon of n sides? + What isthe sum of the measures of the angles around each vertex point in a tiling? + How do the answers to the first two questions explain the different results when tiling is attempted with different polygons? + Are regular polygons the only polygons that tle? * What are some irregular polygons that tile? Be sure students draw pictures to illustrate their answer. Summarize Some students may have trouble articulating complete answers to the Focus Question. Suggested Questions + What is the size of each angle of a regular pentagon? + How many of these can you fit together at a single vertex? Does it leave a gap? Ab Rgha Reserved. AtaGlance QE* The smallest number of polygons that we can try to fit together at a single vertex is three. Why? + So we are decided that three is the fewest number of regular polygons we can fit together at a vertex. What would each angle have to be? Does any regular polygon fit this description? * Could four regular shapes fit together at a point? Five? You could suggest thatthe class look for interesting tiling patterns in their homes cor in school Applications: Extensions: None Answers to Problem 2.3 A. Equilateral triangles (Shape A) work as tiles because six angles of 60” fit together to ~ make one complete package of 360°; squares (Shape B) work because four angles of 90° fit together to make 360°; and regular hexagons (Shape D) work because the interior angles are 120° and three of them fit together to make 360°. EZED shapes and Designs Ata Glance B. The interior angles of a reguler pentagon (Shape C) are each 108°, and no multiple of that number will equal 360° exactly. Similarly, ‘he interior angles of regular heptagons (Ghape E) have degree measure 5 + 1807 or about 128.6°. Again, no multiple of that number will equal 360°, Regular octagons (Shape F) have interior angles of 135°. Again, no multiple of that number will equal 360° . For polygons with more than eight sides: 4. The interior angles keep increasing in size as the number of sides increases. The measure of each interior angle actually approaches, but never reaches, 180°. (Note: Have students calculate interior angle measures for polygons with larger numbers of sides in order for them to develop that intuition of approaching 180") 2. With numbers greater than 120, i¢ will be impossible to fit three angles exactly round each intersection point ofa tiling rid. Thus no tiling or tessellation will be possible Cony PesronEdvaton ne. tain. gh Resend. Semiregular tilings are possible with several different combinations of polygons. 4. The most common combination is probably regular octagons (Shape F) and squares (Shape B). As the following sketch shows, the meeting points of the figures will ink two octagon angles of 135° and one square angle of 90° for a total of 360° Eel \aenenal eC Another example: ~ 2. In any "mixed" tiling, the angles surrounding any point ofthe grid will have to add to 360°. In the example pictured just above, that sum is 2(135) + 90 = 360. oN Copy © Fenn Edieaion In, or lates All ght Resa AtaGlance Ziny The Bees Do It Polygons in Nature 'Y Problem Overview Problem Description The objective of Problem 2.3 isto use results about angle measurement in polygons to explain the tiling properties of regular hexagons. Problem Implementation Have students work in groups of 2-4 to answer the questions. Materials ‘Teaching Aid 2.3: Honeycombs Shapes Set angle rulers protractors Vocabulary * tilings * tessellations Mathematics Background «* Tessellations At a Glance and Lesson Plan * Ata Glance: Shapes and Designs Problem 2.3 * Lesson Plan: Shapes and Designs Problem 2.3 Shapes and Designs Investigation 2 Desit ling Polygons: The Angle ConnectionPROBLEM D PROBLEM LAUNCH EXPLORE SUMMARIZE ~~) ‘ Launch Launch Video ‘and their honeycombs, and how bees use hexagons to tessellate in a beehive. You can show it to begin Connecting to Prior Knowledge instead of using the Teaching Aid. Visit Teacher Place at mathdashboard.com/cmp3 to see the complete video. After showing the video, you can continue with the Suggested Questions about hexagons. Connecting to Prior Knowledge You might launch the Problem by asking students if they have seen honeycombs made by bees and, if so, why they think the surface has its distinctive pattern of hexagons. Use Teaching Aid 2.3: Honeycombs to show a honeycomb, or play the Launch Video. You could also ask where they might have seen a similar pattern of hexagons, since itis a very common tile patter. After discussing hexagon patterns, ask the following questions. Suggested Questions * Why do these regular hexagons fit so neatly? (In a regular hexagon, each angle measures 120°, so when three hexagons meet, there is a total rotation of 360° around the intersection of the three sides.) * What other regular polygons do you think can be used to tile a surface? Explain why you think these can tile a surface. (Squares and equilateral triangles. Placing four vertices from four squares side by side, so they share a vertex, will make four adjacent right angles, or 360°. Six equilateral triangles placed around a vertex is 6 x 60° = 360°) Presenting the Challenge Transition to student exploration of the issues involved by simply explaining that the goal of the exploration ahead is to find the answer to this question and its generalization: “Why do some regular polygons serve well as tiles and others do not?” For success on this Problem, itis important to make students aware that the measure of each angle in a regular n-gon is the angle sum divided by n. You will probably find it useful to recall the formula $= (n ~ 2)180 for the angle sum of an mgon. ‘Question D can be assigned to those who finish early or as homework. Problem 23 LaunchFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 ‘Y Explore Providing for Individual Needs The critical Questions of Problem 2.3 are A, B, and C. It will be helpful for many students to provide copies of the Shapes Set, which contains regular triangles, squares, pentagons, hexagons, heptagons, and octagons. This will give them a tactile and visual sense of what goes wrong with the nontiling figures. For students who need some hints to tackle Questions A and B, you might ask questions like these. Suggested Questions + What is the measure of each angle in a regular polygon of n sides? (a 0=8, + What is the sum of the measures of the angles around each vertex point ina tiling? (360°) + How do the answers to the first two questions explain the different results when tiling is attempted with different polygons? (The angles that meet in a tiling are equal and must be factors of 360°) Going Further fsome groups get done early, challenge them to explore whether nonregular triangles or quadrilateral tile. ‘+ Are regular polygons the only polygons that tile? (No.) ‘+ What are some irregular polygons that tile? (Rectangles, parallelograms, triangles, and some trapezoids can also tile.) Be sure students draw pictures to illustrate their answer. Use four copies of a ‘quadrilateral and arrange them around a point. The sum of the angles is 360°, 0 they will fit exactly around a point. Any triangle will also tile. You will need six copies of the triangle to fit around a point. The following are two examples of a nonregular quadrilateral and triangle that tile. ‘Shapes and Designs Investigation 2 Designing Polygons: The Angle ConnectionDP ExpLore > SUMMARIZE —— ees Planning for the Summary What evidence will you use in the summary to clarify and deepen understanding of the Focus Question? What will you do if you do not have evidence? ‘Y Summarize Orchestrating the Discussion Present the Focus Question to the class. If students have some trouble articulating complete answers, you could follow up with specific questions like these: Suggested Questions © What is the size of each angle of a regular pentagon? (108°) + How many of these can you fit together at a single vertex? Does it leave a gap? (3X 108 = 324. There is a gap.) * The smallest number of polygons that we can try to fit together at a single vertex is three. Why? (If we could fit two shapes together at a vertex ~ without overlapping or leaving a gap, then each would have to contribute 180°, but polygons have to have angle sizes less than 180°) * So we are decided that three is the fewest number of regular polygons we can fit together at a vertex. What would each angle have to be? Does any regular polygon fit this description? (120°; hexagon) * Could four regular shapes fit together at a point? Five? (Four squares fit around a point. If we put together five regular polygons, then each would have to contribute 72°. We can see from previous work that we do not have a regular polygon that fits that description.) When all groups have found shapes and combinations of shapes that work and do not work, have groups share their results, Here are some students’ findings from previous classes: squares triangles squares and ‘triangles Problem 23 Summarize @REFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 Some teachers use this opportunity to explain to students a shorthand notation for describing the shapes and combinations of shapes used to tessellate. For example, to describe the tiling of squares a student would write 4, 4, 4, 4, and for the tiling of triangles 3, 3, 3, 3, 3, 3. To describe the combination of shapes presented above, you can write 4, 3, 3, 3, 4. The notation identifies the shape by its number of sides. It also tells the number of shapes, and the order in which the shapes surround a point. TingofSqures——Tingof Tangles Thing of Sure be masa 4l4 4 33.33.33 af tans vutt hge —— Mumber gf tagles ae needed to make. needed to make Sequence of squares 360° around a point ‘360° around a point and triangles to make 360" around a point ‘You could suggest that the class look for interesting tiling pattems in their homes cr in school. Have them make a sketch of any designs they find, Suggested Questions + Do equilateral triangles tile? Squares? Regular pentagons? Regular hexagons? (Everything except the pentagons will tle.) ‘+ What are the angle measures in each of those figures? (60°, 90%, 108°, and 120°) + How do those angle measures come together at points of the tiling? (For all ofthe listed figures except the regular pentagon, the angle measures, come together at points of tiling such that a whole number of figures— 6 triangles, 4 squares, 3 regular hexagons—produce a rotation of 360°) * Why do some regular polygons tile and others do not? (Tiling depends on the measure of each interior angle. If the measure of the interior angles is a factor of 360°, then the regular polygons will tile.) Students should be able to explain why there are only three regular polygons that tile, using angle measure as part of their argument: These are the only three regular polygons with an angle measure that is a factor of 360. They should also be able to explain why certain combinations of regular polygons work, using angle measures. Be sure to ask them to show why they think their design forms a tiling with no gaps or overiaps. One simple example is octagons and squares: The interior angle in a regular octagon is 135°, so two octagons would be 270*, and adding an angle from the square would make the necessary 360°. There are eight combinations of regular polygons that wil tle. Note that the numbers in parentheses refer to the polygon by side number (8 means a regular ‘octagon, 6 means a regular hexagon, etc.) and the order in which they appear around a vertex of the tiling. * Zoctagons and 1 square (8-8-4) * square, 1 hexagon, and 1 dodecagon (4-6-12) * triangles and 1 hexagon (3-3-3-3-6) ‘Shapes and Designs Investigation 2 Designing Polygons: The Angle ConnectionPROBLEM ‘vERVIEW LAUNCH EXPLORE SU } * 3 triangles and 2 squares (4-3-4-3-3) #1 triangle, 2 squares, and 1 hexagon (4-3-4-6) 1 * 1 triangle and 2 dodecagons (3-12-12) * 4 triangles and 2 squares (4-3-3-3-3-4) * 2 triangles and 1 hexagon (3-3-6) Note: There are two arrangements with triangles and squares, but depending on the arrangement, they produce different tile patterns. © ~ ED SS Note: This is a place where your artistic students can shine. Ask some of them to make colored designs with the tessellations and post them in your room. Problem23 Summarize (ERIFor a more robust teacher experience, please viet Teacher Place at mathdashboard.com/emp3 ~ Reflecting on Student Learning : Use the following questions to assess student understanding at the end of the lesson. * What evidence do I have that students understand the Focus Question? * Where did my students get stuck? * What strategies did they use? * What breakthroughs did my students have today? ‘+ Hove will | use this to plan for tomorrow? For the next time I teach this lesson? ‘+ Where will have the opportunity to reinforce these ideas as | continue through this Unit? The next Unit? : ACE Assignment Guide © Applications: 12-13 * Connections: 20 ‘Shapes and Designs Investigation 2 Designing Polygons: The Angle ConnectionAt a Glance 2 i: 4 The Ins and Outs of Polygons Problem 2.4 Pacing 1 Day Feeus Question What is an exterior angle of a polygon, and what do you know about the measures of exterior angles? Launch You might choose to begin by asking students how the star and arrowhead polygons are different from all of the other shapes they have worked with so far in the Unit. Show students the difference between a convex shape, like a kite, and a concave shape, like the arrow. Have stuclents study the figures in which exterior angles have been drawn. ‘Suggested Questions * What pattern do you see in the sizes of the interior angles as the number of sides increases? * Will they ever equal or be greater than 180°? * What happens to the shape of the polygon? Tell the class that their challenge is to find how many degrees the cyclist bikes through as she bikes once around a polygon-shaped track. Explore If students are having some trouble, have them walk around a polygon in the room and notice how their direction changes, a total of exactly cone full turn.You might want to stop the class for a brief discussion when most students have completed Question A because that result is key to what follows Suggested Questions * How many degrees did you turn in the first angle? The second? et. + What is the total forall of the turns? Summarize There are two key results that you want to check on after atleast Question Ain this Problem. ‘Suggested Questions * What is an exterior angle of a triangle? * What is the sum of the exterior angles in any polygon? How do you know? The result that the sum of the exterior angles of any polygon is 360° is usually an amazing fact for students, except perhaps for those students who do skateboarding or other activities that involve turning. Keg Vocabulary polygons + convex polygons + interior angles * exterior angles WMateiats Accessibility Labsheet + 2.48: Question A Labsheet * 2.48: Question D * angle rulers or protractors AtaGlance @2Emn OD: Aight Guide bor Prablen 2.4 Applications: 14-15 | Connections: 21 Extensions: 25 Answers to Problem 2.4 A. 11. The sum of the exterior angles is 360° because by returning to the starting ‘orientation, one will have made one complete turn. Students should also measure the exterior angles to verily their conjecture. 2. The result will be the came (360°) regardless of number of sides or shape of the polygon (as long as it is conven). Inthe case of a concave polygon, some turns will be clockwise and some counterclockwise. Counting clockwise as negative rotation angles, the result will still be 360°. 3. See part (2. B, 1. There are five pairs of supplementary angles. 2. Possible response: Recall that the sum of the interior angles is given by (0 ~ 2)180. For the five-sided polygonal track, the total interior angle measure is ( ~ 2)180, or 3(180). The exterior angle sum is 360, but 360 can be viewed as 2(180). By considering the total sum of the interior angle sum and exterior angle sum, we have 3(180) + 2(180). Using the Distributive Property, we can rewrite the previous expression as (3 + 2/180, which represents Amy's expression T= 180(5). Shapes and Designs Ata Glance 3. Possible response: Becky's expression, T= 180n ~ 360, gives the total interior ‘angle measure. As discussed in part (2), 360 can be thought of as 4180/2). Rewriting Becky's expression gives T= 180n = 180(2). Using the Distributive Property, we can now see that we have the formula developed in Problem 2.2, which is T= (n ~ 2)180. Nic’s proof is justified as follows: 4. 31180) 2. 360 3. 3(180) ~ 360 = 180 D. Using equations to find angle size: 4. x+.2x + 3x = 180, 50.x= 30, 2x= 60, and 3x = 90. The supplement of each angle is 150°, 120°, and 90°. 2. xt 2x + x= 20 = 180, 50x 2x= 100, and x~ 20 = 30. The supplement of each angle is 130°, 80°, and 150°. 0, Recommended ACE: A: ris CG: 24 Copyright ©Festn Eaton Ine, oi lian, Al igh Revered> PROBLEM OVERVIEW The Ins and Outs of Polygons ‘Y Problem Overview | Fbeus Quustion What is an exterior angle of a polygon, and what do you know about the measures of exterior angles? Problem Description The goal of Problem 2.4 is to develop student understanding of the concept of exterior angle and to apply that idea to reasoning, from another perspective, about interior angles of polygons. Defining interior and exterior angles is a nontrivial task. An interesting fact emerges—the sum of the exterior angles of a polygon is elways 360°, Intuitively, this may not be surprising. That is, if you start at one vertex and walk completely around the polygon to the starting vertex, you have in essence done a 360° rotation. Inall of the preceding work with angles and polygons, we have focused student attention on convex figures, making all interior angles of measure less than 180°, {As the star and arrowhead polygons shown in the text indicate, there are some figures that seem to qualify as polygons but involve interior angles greater than a straight angle. These shapes are briefly visited as an interesting contrast. Problem Implementation Have students work in groups of 2-4 to answer the questions. Materials * Labshest 2.44: Question A (accessibility) * Labsheet 2.48: Question D angle rulers or protractors Vocabulary * concave polygons * interior angles © convex polygons © exterior angles Problem 2.4 Problem Overview (@EKJFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 Mathematics Background * Interior Angles of Regular Polygons + Exterior Angles of Regular Polygons Ata Glance and Lesson Plan * Ata Glance: Shapes and Designs Problem 2.4 * Lesson Plan: Shapes and Designs Problem 2.4 ‘Y Launch Launch Video This video illustrates a race around a polygonal track that illuminates the exterior angles of a polygon. Its helpful for visualizing the exterior angles of a polygon. @® Show it towards the end of Presenting the Challenge, after explaining the two sets of exterior angles. Visit Teacher Place at mathdashboard.com/cmp3 to see the complete video. After showing the video, ask students if they can make any conjectures about the angles of the polygon in the video. Then, ask whether they think their conjecture will be true for any polygon. Finally, finish Presenting the Challenge. Connecting to Prior Knowledge You might choose to begin by asking students how the star and arrowhead polygons are different from all of the other shapes they have worked with so far in the Unit. You can then focus attention on the case of exterior angles for convex polygons by suggesting that dealing with the case of convex polygons is @ worthy and challenging start on the bigger task of finding properties that apply to both ‘convex and concave figures. Show students the difference between a convex shape, like a kite, and a concave shape, lke the arrow. Make a kite out of polystrips and show “caving in” of one of the angles to make the concave shape of the arrow. Suggested Questions + The staris concave. If we made it from polystrips and changed it to convex, what would it look like? (Students can talk about “popping out” the angles to see a convex decagon.) Shapes and Designs Investigation 2 Designing Polygons: The Angle ConnectionPROBLEM a MARIE iH overview — D LAUNCH EXPLORE SUMMA\ AEE Presenting the Challenge Have students study the figures in which exterior angles have been drawn. By doing this, students should be clear about the concept of exterior angles. Point out that there are two possible exterior angles at any vertex of a polygon, When looking for a pattern in the measures of exterior angles for any specific polygon, it will help to study angles that are drawn in a consistent direction (clockwise or counterclockwise). Although students have been told to measure angles counterclockwise, Figure 2 shows walking around a polygon in a clockwise direction. If students notice this, you can discuss that they can think of these angles as having the same measurement. Put up several regular polygons on the overhead. Suggested Questions + What pattern do you see in the sizes of the interior angles as the number of sides increases? (The sizes of the angles are increasing. They were getting closer and closer to 180°) + Will they ever equal or be greater than 180°? (No. If they are equal to 180°, then the angles would all lie on a straight line and there would be no polygon. Since the polygon is regular, if one angle is greater than 180°, all of the angles are greater than 180. In this case, there would be no way to connect the sides to form a polygon.) ‘+ What happens to the shape of the polygon? (It becomes more and more like a circle.) Show the class an example of an exterior and interior angle of a polygon. These two angles come in pairs. Students might note that the sum of their measures is 180°. exterior angle _ interior angle Tell the class that there are two sets of exterior angles depending on how you extend the sides of a polygon. The important thing is that the sides have to be extended in the same direction—either all clockwise or all counterclockwise ii Q Problem 24 Launch (Pa)For a more robust teacher experience, please vist Teacher Place at mathdashboard.com/emp3 Ask the class if any of them have done any cycling. You might ask them how angles or the language of angles are used in cycling. Tell the class about the cyclist who is cycling around a track in the shape of a polygon. You might demonstrate this with a polygon. * As the cyclist tums the first corner at vertex B, what angle of turn i made? (About 85°. Student measurements may vary slightly but should be around 85°) This is a good point in the lesson to show the Launch Video. ‘ell the class that their challenge is to find how many degrees the cyclist bikes through as she bikes once around a polygon-shaped track. Tell the class that the cyclist is going counterclockwise around the track. See the counterclockwise figure above. Hand out Labsheet 2.44: Question A (accessibility) and Labsheet 2.48: Question D to help students organize their work while working on Questions A and D. Explore ~~ Providing for Individual Needs If students are having some trouble realizing that the sum of exterior angles is always 360°, it might be helpful to lay out a triangle or other polygon with rulers ‘r tape on the classroom floor. Then have students walk around the polygon and notice how their direction changed a total of exactly one full turn. ‘You might want to stop the class for a brief discussion when most students have completed Question A, because that result is key to what follows. Let students work on Questions B and C in class or as homework. Question D poses two classic "find x" tasks that are explicitly called for by the CCSSM. Going Further ‘Suggest students try a convex polygon. Planning for the Summary What evidence will you use in the summary to clarify and deepen understanding of the Focus Question? What will you do if you do not have evidence? HEIREZD stcpes ana Designs investigation 2 Designing Polygons: The Angle Connection; Dexpcone p> suNMaRize ESSE EE eee ‘v Summarize Orchestrating the Discussion There are two key results that you want to check on after at least Question A in this Problem. Suggested Questions * What is an exterior angle of a triangle? (An exterior angle is an angle at a vertex of a triangle made by extending one side of the triangle. The angle between the extended side and the side of the triangle is an exterior angle. An exterior angle is always adjacent to and supplementary to an interior angle.) * What is the sum of the exterior angles in any polygon? How do you know? (360°, The exterior angles of a triangle, whether added clockwise or counterclockwise, make a ful cirle.) Have students share their answers. Ask the class to explain why the sum of 360° makes sense. Display some regular polygons from the Shapes Set. Draw extensions on the sides of the polygons you display. Ask for the measure of each interior angle. Then ask for the sum of the exterior angles. Ask for the measure of each exterior angle and mark these measures on the polygon. Display an irregular polygon and label the measures of each interior angle. Draw extensions on the sides of the irregular polygon. Ask for the sum of the exterior angles. The result that the sum of the exterior angles of any polygon is 360° is usually an amazing fact for students, except perhaps for those students who do skateboarding or other activities that involve turning Note: If you are keeping a poster of the properties of shapes, you might want to add something about angle sums. Reflecting on Student Learning Use the following questions to assess student understanding at the end of the lesson. * What evidence do | have that students understand the Focus Question? * Where did my students get stuck? * What strategies did they use? + What breakthroughs did my students have today? + How will | use this to plan for tomorrow? For the next time | teach this lesson? ‘* Where will have the opportunity to reinforce these ideas as | continue through this Unit? The next Unit? Problem 2.4 Summarize JFora more robust teacher experience, please viet ‘Teacher Place at mathdachboard.com/emp3 ACE Assignment Guide + Applications: 14-15, * Connections: 21 * Extensions: 25 'Y Mathematical Reflections Possible Answers to Mathematical Reflections 1. The sum of interior angles in any triangle is 180°, in any quadrilateral is 360°, in any hexagon is 720°, in any octagon is 1080°, and in any polygon with n sides is (n~ 2)180°. The sum of the measures of the exterior angles for any polygon is always 360°. 2. You can find the measure of each interior angle in a regular polygon from the (o= 23100 360 number of sides, n, with the expression “= 7", Each exterior angle is 362, 3. The only regular polygons that can be used to tile a flat surface without overlaps or gaps are equilateral triangles, squares, and regular hexagons. Those are the only regular figures that work as tiles because they are the only ones whose interior angle measures are factors of 360, making it possible to fit several together around each intersection point to completely cover the space in which they lie. regular triangles and quadrilaterals can also be used as tiles Possible Answers to Mathematical Practices Reflections Students may have demonstrated all of the eight Common Core Standards for Mathematical Practice during this Investigation. During the class discussion, have students provide additional Practices that the Problem cited involved and identify the use of other Mathematical Practices in the Investigation. One student observation is provided in the Student Edition. Here is another sample student response. In Problem 2.3, we had to determine which polygons would cover a fiat surface without leaving gaps or overlapping, like the honeycomb created by bees. We found which polygons, aside from hexagons, from our Shapes Set created perfeot tilings. To do this, we had to understand the properties of the polygons and use this information to explain why our chosen polygons worked or did not work MP4: Model with mathematics. Shapes and Designs Investigation 2 Designing Polygons: The Angle ConnectionName : bi Date .. Class... : Labsheet 2.4B Question D For each of the following triangles, write and solve an equation to find the value of x. Use the results to find the measure of each angle. Find the supplement of each interior angle. LA c 8 2D F E Shapes and Designs Investigation 2 Copyigh © Patan Eda,Mathematical Reflections In this Investigation, you explored angle sums and tiling properties of polygons. You also used facts about supplementary {angles to write and solve simple equations about angles in a polygon. In developing formulas for angle sums of polygons, you Used variables to represent quantities in a mathematical problem ‘and to construct the formula, The following questions will help you summarize what you have learned. “Think about these questions, Discuss your ideas with other students and your teacher. Then write @ summary of your findings in your notebook. 1. How isthe number of sides elated to the sum of the interior angles ina polygon? What about the sum ofthe exterior angles? 2. How isthe measure of each interior angle related to the number cf sides in a regular polygon? What about the measure of each exterior angle? 3, Which polygons can be used to tile a flat surface without overlaps or ‘gaps? Why are those the only figures that work as tes? Unit Project Think about the dscoveries fom your work onthe Problems in this Investigation © Whot seems worthy of ncuding ina report poste, or presentation about the Shapes and Designs Unt? EEZD Shapes end Designs Investigation 2 Designing Polygons: The Angle ConnectionCommon Core Mathematical Practices ‘As you worked on the Problems inthis Investigation, you used prior knowledge to make sense of them. You also applied Mathematical Practices to solve the Problems. Think back over your wor ‘thought about the Problems, and how you used Math ‘Shawna described her thoughts in the following way: When completing the table in Problem 2.1, we noticed there was relationship etneen the number of sides ofa regular polygen and the measure of each angle. Werecogrized a pattern in urtabe and were able ouse't to filinhe table for polygons with sven, ight rina, and ten sides. Then, we wrote a formula ‘ofind the measure of each angle for any regular polygon with sides. | 3Dvd ANZaNIs [MPS 004 for and express regul reatoning. © + What other Mather identify in Shawna’ «Describe 2 Mathematical Practice that you and your classmates used to solve a dlfferent Problem in this Investigation. Notes ae vs Student Pose QErz For a more robuist teacher experience, please visit Teacher Place at mathdashboard.com/ PROBLEM OVERVIEW Building Triangles ‘Y Problem Overview Focus Question What combinations of three side lengths can be used to make a triangle? How many different shapes are possible for such a combination of side lengths? Problem Description This Problem develops student understancling of the basic facts that in a triangle the sum of any two sides must be greater than the third; and that once three acceptable side lengths have been chosen, there is only one triangular shape with those side lengths. The most effective use of this Problem will result if you have sets of polystrips and connectors for each group to use. Problem Implementation Have students work in groups of 2-3, Materials + Polystrips (one per group) * Labsheet 3.1: Building Triangles (accessibility) polystrips (one per group) Vocabulary There are no new glossary terms introduced in this Problem. Mathematics Background + Exploring Side Lengths of Polygons * Ata Glance: Shapes and Designs Problem 3.1 * Lesson Plan: Shapes and Designs Problem 3.1 Problem 3.1 Problem Overview (EaFor a more robust teacher experience, please visit ‘Teacher Place at mathdashboard.com/emp3 t SL UE EEE EEE EERE ~ ‘” Launch Connecting to Prior Knowledge You might find it useful to initiate work on the Investigation by asking students where they have seen triangles used in structures and then why they think those extra braces are used. Suggested Questions ‘© What is it that makes triangles so common in construction? Ifsome students happen to know that triangles are rigid figures, you can segue into the Problem by suggesting that some exploration with the construction of triangles can help explain that property. f no student suggests the fact about rigidity, you can simply suggest that building and testing the strength of some ‘triangles will be helpful in understanding the phenomenon. Presenting the Challenge When using the polystrips to represent the length, help students to be ~ conscientious. They need to be aware that itis the space between two holes that represents a length of one unit. We count spaces, not holes. This is the fence-post problem; for example, it takes three fence posts to hold up two lengths of fence, Tf we want to know how long the fence is, we count fence sections, not posts. You may want to number the holes, starting with zero, on the polystrips so students can immediately find the given length. It is a good idea to demonstrate how to use the polystrips and how to make @ triangle given the lengths. First, choose three numbers under 20, such as 6, 8, and 12. Build a triangle with the polystrips using those numbers as side lengths. Then, have each group build a 6-8-12 triangle. Check to see that each group knows how to fasten the strips together to represent the lengths. Distribute polystrips to groups of students. If you don’t have the polystrips, you can use Polystrips to create your own. Suggested Questions Remind the class of an earlier discussion they may have had about the use of triangles in buildings. ‘We know certain conditions must be true about the angles of a triangle; that i, the sum of the angle measures of a triangle is equal to 180°. * Are there special conditions for the side lengths of a triangle? ~ Take student suggestions, but do not comment. Leave this open for further exploration in Problem 3.1. i) Shapes and Designs Investigation 3 Designing Triangles and QuadrilateralsAsk a student to roll three number cubes. Find the sum of the numbers and tell the class that this is one side length of a triangle, Write the number on the board, labeling it Side 1. Roll the three number cubes two more times to find the other two lengths, Side 2 and Side 3, and record their sums. Try to build a triangle with the numbers. Note: The random generator on a graphing calculator can be used to generate numbers for side lengths. Challenge the class to explore the question: * Cana triangle be built with any three side lengths? ‘Y Explore Providing for Individual Needs Distribute Labsheet 3.1: Building Triangles (acces organize their work. lity) to students to help them ‘As you monitor student work with polystrips, keep in mind a key goal of the experimentation is to help them discover the triangle inequality (the sum of eny two side lengths must always be greater than the third side length). With this in mind, make sure students produce sample sets of side lengths that can be used for constructing a triangle and other sample sets that cannot be used. Have students record the sets of side lengths that can be used to make a triangle versus those that cannot, so that they may draw their own conclusions from the data collected. When students address the question about whether it is possible to make more than one triangle with any three side lengths, they might say, “Yes.” What they are probably thinking is that the same triangle viewed from different perspectives is actually a different shape. You might ask them to make two triangles with corresponding sides the same length. Ask them to see if they can or cannot fit one triangle exactly on top of the other by suitable turns, slides, and flips ‘As groups finish, ask them if they have any special triangles (isosceles, equilateral, right triangle, etc.) among their examples. Planning for the Summary What evidence will you use in the summary to clarify and deepen understanding of the Focus Question? What will you do if you do not have evidence? Problem 3.1 Explore @ERYFor a more robust teacher experience, please vist ‘Teacher Place at mathdashboard.com/cmp3 See ‘y Summarize Orchestrating the Discussion The most important result from this Problem is to answer the question, “What combinations of side lengths can and cannot be used to make a triangle?” Students should be able to articulate, in reasonably clear language, the principle ‘that the sum of any two side lengths must always be greater than the third side length. They should be able to give an argument about why that is true, accompanied by a demonstration with polystips. Have groups make conjectures about what lengths will and will not make a triangle and explain why. Here are some conjectures students have made (These may be similar to the ones in Problem 3.3 on quadrilaterals.): Daniella said that two short sides added together have to be more than the longest side. Paul said that if the two short sides are less than the long side, they fall on top of each other. Yvonne said the two short sides could not add up to the same as the long side or they won't stick up and leave any space inside. Suggested Questions Ask students to hypothesize about how the various responses are alike and how they are different. '* Can we come up with a summary statement that would help someone who is not here today know how to judge whether three lengths will make a triangle without actually building the triangle? (Write the summary statement on the board. As students add to the discussion, revise the statement as improvements are suggested. Ask questions to stretch the students’ thinking until you have a rule that clearly distinguishes lengths that will work from those that won't. One good way to push their thinking, in a situation like this, is to make up examples to test.) Give students the following sets of numbers: 43,5 82,12 8,84 * Which sets form a triangle? Why? (4, 3, 5 and 8, 8, 4; because the sum of any two sides is greater than the third.) * Do any of these triangles have special properties? Describe them. (8, 8, 4 isosceles since it has two equal sides. 4, 3, 5 is a right triangle because ithas one 90° angle.) Ask the class if any of their data produced equilateral, isosceles, or ae right triangles. This is also an opportunity to review the symmetry of some triangles. FEZ «shapes and Designs Investigation 3 Designing Triangles and Quadrilateral,> SUMMARIZE enn Students should leave this Problem with the ability to respond to the questions posed in the Problem, Answers should be more than just a yes or no; continue to pose questions that ask them to explain why certain lengths work and others do not. ‘Some teachers take this opportunity to discuss with students how mathematicians think and record the results of their experimentation. You might want to show students how mathematicians use the language of mathematics to record their ‘generalization. Before you share, tell them that they are not responsible for : knowing the following yet. Mathematicians talk about ideas at a general level rather than a specific one. For example, they name the lengths of a triangle's sides rather than using specific side lengths such as 8 cm, 5 cm, and 6 cm. They give the sides of a triangle letters for names, such as side a, b, and c. So, a triangle with sides a, b, and c stands for any triangle you can make. Then mathematicians would write your statement like this: "Ifa and b represent the two shorter sides of a triangle and c represents the longest side, then a+ b>." This is called the Triangle Inequality Property Reflecting on Student Learning Use the following questions to assess student understanding at the end of the lesson. ‘* What evidence do I have that students understand the Focus Question? * Where did my students get stuck? + What strategies did they use? * What breakthroughs did my students have today? * How will | use this to plan for tomorrow? For the next time | teach this lesson? ‘+ Where will have the opportunity to reinforce these ideas as | continue through this, Unit? The next Unit? ACE Assignment Guide * Connections: 28 Problem 3.1 SummarizePNGEMC Tae) Problem 3.2 Pacing (ay 3 - 2 Design Challenge II: Drawing Triangles Focus Question What is the smallest number of side and angle measurements thal eV jen : triangle? ve oe Launch In this Problem, students use ths knowledge to look at the conditions that produce unique triangles. Suppose you want to text a friend to Keg Vocabilany give directions for drawing an exact copy of the figure. aes ‘Suggested Questions new glossary terms introduced + What is the shortest message to do the job? : Whats sie shortest jge'te do the job in this Problem. After some class discussion of approaches, guide your students by ¥ suggesting that they look for some general guidelines they could use Eee for writing their messages about triangles with minimum text and Tabshost ‘maximum information. o o>: Gustion 8 s e a 3 e a Explore ‘As you circulate, help students to connect their number line work to the work of developing an algorithm for rewriting mixed numbers as improper fractions and improper fraction as mixed numbers. Suggested Questions ‘+ How did you decide on the placement of ~3 on the number line? » Haw did yo cance thee temo shrighes 1? You want to follow up this line of reasoning with questions about greater and loss than as they pertain to negative numbers. Summarize The fundamental question to be answered inthis Problem is Question C. Students should have a strong sense that the answer. Suggested Questions ‘+ What minimum information about a triangle allows you to draw exactly one triangle? They should knowlrom their work, that given three side lengths that form a triangle, there is only one triangle ($85 condition). When stuclents are ready, discuss other conditions that produce unique triangles: ASA and SAS. night © Pann Eaton In, art aia. ight Reve MaGlance @2YAnswers to Problem 3.2 O93) Acstgement Quite bo Problon 32 Applications: 6-9 | Connections: 31 Extensions: 40 AA. Direction options for the triangle shown in the text: Recommne ~ 4 2. a 4 5 Br . These Si 8 acm c - These Side-Angle-Side directions will determine a unique triangle. . These Angle-Side-Angle directions will determine a unique triangle. -Side-Angle directions will not determine a unique triangle, though some such combinations wil These Angle-Angle-Angle directions will not determine a unique triangle. The side lengths may be different. Only a pair of similar triangles is guaranteed. . These Angle-Angle-Side directions will determine a unique triangle, because the third angle must have measure of 90° [180° (40° + 50")], and we now have an Angle-Side-Angle situation, ACE A &4 Shapes and Designs Ata Glance Fen 33 B. While work on Question A might lead students to mimic those kinds of directions in response to the challenge here, they can actually use the vocabulary terms of special triangles to give quite succinct directions for drawing the figures in this Question, Many possible sets of drawing directions can be given for each figure. The minimum will be SAS, ASA, or SSS (though we've ot introduced the compass for drawing the arcs required to make a drawing from 585 conditions). We mention possible uses of special vocabulary terms in the answers below. 1, Possible messages include "Draw an equilateral triangle with sides 1 in.” "Draw an angle of 60° and mark two sides of 1 in, on the legs of that angle. Then connect the end paints of those legs to complete the triangle.” 2. Possible messages include "Draw a right triangle with legs 1 inch and 114 in.” “Draw an angle of 90° and mark sides of Vin, and 114 in, on the legs of that angle. Then connect the end points of those legs to complete the triangle.” 3. Here students need to measure either two sides and the included angle or two angles and a side. The measurements are 30°, 125°, 25°, 114 in., 114 inch, and 212i, Possible messages include “Draw an isosceles triangle with vertex angle 40° and equal sides 112 in. long." "Draw an isosceles triangle with base 1 in. long and base angles 70°.” . Atleast three sides and/or angle ‘measurements, but not any three. Given three side lengths (SSS) that make a triangle, there will be only one triangle. Given twe angles and one side length (either the included side (ASA) or the nonincluded side (AAS), there will be only one triangle . All copies of the right triangle using the same three side lengths will make the same triangle. The order in which you connect the sides does not matter. So, the copy will also be a right triangle.Design Challenge II Drawing Triangles ~Y Problem Overview Problem Description ‘The objective of this Problem is to develop student understanding of the conditions that determine unique shapes. This is the foundation for subsequent work on similarity and congruence of polygons in Grade 8. The storyline of the Problem is a challenge to convey a lot of information with only a few words to produce a unique triangle. For example, ifthe three corresponding side lengths of two triangles are equal, the triangles are congruent (SSS Theorem). This property ‘of congruence is what makes triangles rigid and useful in building, Similarly if two angles and the included side are congruent to the corresponding angles and included side of another triangle, the triangles are congruent (ASA Theorem). Problem Implementation Have students work in groups of 2-4, Materials * Labsheet 3.2: Question B Vocabulary There are no new glossary terms introduced in this Problem Mathematics Background * Congruence Conditions HHEREZD sh2p2s 2nd Desions investigation Designing Tangles and QuedriateralsPROBLEM FRORLEM, LAUNCH EXPLORE SUMMARIZE Ata Glance and Lesson Plan * Ata Glance: Shapes and Designs Problem 3.2 * Lesson Plan: Shapes and Designs Problem 3.2 ‘Y Launch Launch Video This video introduces triangle congruence by exploring whether two pieces of information from a triangle will be enough to replicate it. In the video, students see that two pieces of information is not enough information. You can show this video @® at the start of Presenting the Challenge to clarify the context of the Problem. Visit Teacher Place at mathdashboard.com/cmp3 to see the complete video. ‘After showing the video, continue with Presenting the Challenge. Connecting to Prior Knowledge In the last Problem, students found that the sum of any two side lengths of a triangle is greater than the third side. They also found that given three side lengths that make a triangle, there is exactly one triangle. In Investigation 2, they learned that the sum of the angles of a triangle is 180°. In this Problem, they use this knowledge to look at the conditions that produce unique triangles. Presenting the Challenge You can begin the Launch by showing the Launch Video. Launch the Problem by asking students the question in the text: “Suppose you want to text a friend to give directions for drawing an exact ‘copy of the figure. What is the shortest message to do the job?” Have students brainstorm and share their ideas in their groups. After some class discussion of approaches, you could segue to the Problem. Guide your students by suggesting that they look for some general guidelines they could use for writing their messages about triangles with minimum text and maximum information. You can assign parts of Question B to different groups. Make sure that each group has at least two triangles to work with. Labsheet 3.2: Question B contains a larger version of the triangles in the Student Edition. Problem 32 Launch (EWFor a more robust teacher experience, please visit Teacher Place at mathdashboard.com/emp3 ‘Y Explore Providing for Individual Needs ‘As students work through Questions A and B, monitor their answers to see that they have reasons supporting their answers. They should not simply answer yes or no in Question A. Encourage students to share their triangles on poster paper. You can use their posters in a Gallery Walk during the Summarize. At that time, students can add new information to their notes from the posters. ‘Some students may think that there is exactly one triangle for Question A, part (3), Side-Side-Angle. This is true only if the two sides form the given angle, that is, Question A, part (1), Side-Angle-Side. Other combinations might work, but they may not be congruent to the original triangle. ‘The Angle-Angle-Side combination in part (5) will produce @ unique triangle. The third angle, angle A, can be found by subtracting the sum of the two given angles from 180? The location of the side is designated between angles A and C, so this is another case of Angle-Side-Angle, as in part (2) ~ Planning for the Summary ‘What evidence will you use in the summary to clarify and deepen understanding of ‘the Focus Question? What will you do if you do not have evidence? ‘Y Summarize Orchestrating the Discussion The fundamental question to be answered in this Problem is Question C, What iminium information about @ triangle allows you to drew exactly one triangle? ‘A.complete answer to this question is a major topic of high school geometry; so at this point, students should have a strong sense that the answer is, "At least three sides and/or angle measurements, but not any three.” Start the Summarize with a Gallery Walk. Ask the students where they notice differences. Students should be able to resolve these differences. They should know, from their work in Problem 3.1, that given three side lengths that form a triangle, there is only one triangle (SSS condition). When students are ready, discuss other conditions that produce unique triangles: ASA and SAS. ‘Shapes and Designs Investigation 3 Designing Triangles and QuadrilateralsDexpcore p> SuNMaRize Reflecting on Student Learning Use the following questions to assess student understanding at the end of the lesson. ‘© What evidence do | have that students understand the Focus Question? ‘* Where did my students get stuck? + What strategies did they use? * What breakthroughs did my students have today? * How will | use this to plan for tomorrow? For the next time | teach this lesson? * Where will | have the opportunity to reinforce these ideas as | continue through this Unit? The next Unit? ACE Assignment Guide * Applications: 6-9 ' * Extensions: 40 t Problem32 Summarize QEName ieee oie DMG Heke oes Class ‘Shapes end Designs Investigation 3PNGMC]ET eH) Problem 3.3 Pacing 1 Dey 3.3 Building Quadritaterals Launch You might choose to launch this Problem by simply suggesting that students can experiment with polystrips to see how construction and properties of quadrilaterals are similar to and different from triangles. * There ae no Suggested Questions new glossary + Can you make a quadiatera using any four longth forthe sides? pero + so, isthe shape unique? Students conduct an experiment to gather data ohalp answer the auestions above. Explain to students that keeping an accurate record of their deta is very important because it allows them to recreate examples as evidence of what they discovered. 3.3: Building Quadrilaterals Explore sos © Polystrips Encourage them to consider different arrangements of side lengths and to record differences in the shapes that may occur. Also, encourage students to make sketches of their quadrilateral Suggested Questions ‘In another class, a group said they thought they could make more than one quadrilateral with the lengths 6, 8, 10, and 12. They said, “When we put the 10 between the 6 and the 8, the quadrilateral is different from the one we get when we put the 10 between the 8 and the 12.” ‘+ What do you think about this group's idea? You may want to provide extra polystrips so that students can keep various versions of quadrilaterals with the same side lengths to compare. This way they can check to see if the quadrilaterals are the same or different before disassembling them. Summarize Each Question of this Problem focuses on an important property of polygons; so it will be important to review student answers. Two powerful strategies that focus on different aspects of what determines a quadilateral are the following: + Put the set of lengths together in different orders. (This technique highlights the role of side lengths in determining @ shape.) Ata Glance Pen akan 249* Build a quadrilateral from polystrps. Alter its shape by pressing on the sides or vertices of the quadrilateral. A quadrilateral with any given side lengths can form an infinite number of different quadrilateral. (This technique highlights the role of angles in determining a shape and the lack of rigidity for quadtilaterals.) If four side lengths make a quadrilateral, the shape is not unique. Applications: 10-16 | Connections: 29-30 Extensions: 41-44 Answers to Problem 3.3 ‘A. 1. Many different shapes can be constructed with these side lengths. Perhaps the most interesting isan isosceles trapezoid 2. These side lengths cannot be used to build a quadrilateral, because 3+ 5 + 10is less than 20. 3. These side lengths can be used to construct many different quadrilateral ‘The most interesting are probably parallelograms (with pairs of congruent opposite sides) or kites (with pairs of adjacent congruent sides). Students might discover that when the sides are 8, 10, 8, 10, in that order, the figure will always be a parallelogram. This observation illustrates a theorem of geometry that states, “If opposite sides of a quadrilateral are congruent, the figure must be a parallelogram.” 4, This combination of side lengths can be used to construct many different quadrilaterals, but none will ever be @ parallelogram. G4 In order to construct @ quadtilateral from four given side lengths, it must be the case that the sum of the three shortest side lengths is greater than the longest side length, 2. When itis possible to make one quadrilateral from four side lenaths, its possible to make many different shapes from the same side lengths. 3, All parallelograms (including rectangles) require opposite side lengths to be equal: squares (all rhombuses, too) require all four side lengths to be equal. When you push down on a vertex as suggested, the triangle will hold firm or rigid until the sides themselves buckle 2. When you push down on a vertex as suggested, the quadrilateral will quickly deform into different shapes (unless the connections at the vertices are very tight) 3, The stress test explains why triangles are Used to hold structural shapes firm, D. Introduction of a diagonal brace makes ‘a quadrilateral frame into a rigid figure because it makes two triangles. In building both triangles and quadtileterals, each side must be less than the sum of the others. But triangles are rigid figures and quadiilaterals (and all other polygons with more than 3 sides) are not. This explains the use of triangles in building structures. E. Recommendea ACE Ay 10-1 an Cc: 24 ESQ Shapes and Designs Ata Glance