Download Constructing Geometric Shapes Task Cards

Constructing
Geometric Shapes
Task Card Activity
This activity can be used to review or teach the following Common Core Standard:
CCSS.MATH.CONTENT.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.
1. Copy enough recording sheets for your class.
NOTE: After receiving feedback from a few of my students that the spaces were too
small to draw the figures, I added recording sheets with bigger spaces (see last few
pages). It can work on the original recording sheet, if you’re interested in saving paper.
2. Print the task cards. You can arrange the cards in groups of four for 6 stations, sets
of 2 for partner work, or have students move from desk to desk, working
independently.
L
Looking to review how to use a protractor?
Click on this image!
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Helpful hints:
If you have fast workers, it might be good to have a second
set of the task cards.
Things to tell the students:
1. This is not a race. Go at your own pace and do the best
you can!
2. Sit down while completing each card or set of cards
There shouldn’t be a crowds standing around the desks.
3. Check your work and make sure you answer each
question completely.
4. Ask for help, if you’re stuck! This is a great time to get
some one-on-one help!!
From a Love
Follow the instructions on each task card. Record your answers or
measurements in the appropriate spaces below.
Name
1
2
3
4
5
6
7
8
m ∠ A = __________
m ∠ B = __________
m ∠ C = __________
9
m ∠ A = __________
m ∠ B = __________
m ∠ C = __________
10
m ∠ A = __________
m ∠ B = __________
m ∠ C = __________
11
12
©2016 Math on the Move
From a Love
13
14
15
16
17
18
19
20
21
22
23
24
©2016 Math on the Move
1
2
From a Love
Construct a pair of lines that
intersect, creating a 40° angle.
Construct a trapezoid with
two congruent sides.
Measure, record, and compare
the other three angles formed
by the intersecting lines.
Measure, record and
compare the angles of the
trapezoid.
3
Construct a parallelogram
with a 30° and a 50°.
If not possible, explain why.
If it is possible, is there more
than one way to draw the
parallelogram?
4
Construct a parallelogram
with opposite angles having
a measurement of 50°
Measure, record, and
compare the other set of
opposite angles.
©2015 Math on the Move
5
A
Measure and record the angles of
the following equilateral triangle.
B
Write a statement
comparing the
angles of an
equilateral
triangle.
C
7
B
Measure and record the angles of
the following scalene triangle.
A
C
Write a statement comparing the angles
of a scalene triangle.
6
A
From a Love
Measure and record the angles of
the following isosceles triangle.
B
Write a statement
comparing the
angles of an
isosceles triangle.
C
8
Construct a right triangle
with two congruent sides.
Measure the angles and
write a statement comparing
the angles of a right,
isosceles triangle.
©2015 Math on the Move
9
10
Draw a right triangle with one
side measuring 4 cm.
Draw an isosceles triangle
with one side measuring 4 cm.
Is it possible to have more
than one triangle with these
conditions? Why or why not?
Is it possible to have more
than one triangle with these
conditions? Why or why not?
11
12
Draw an isosceles triangle with
two sides measuring 4 cm.
Draw a triangle with all three
sides measuring 4 cm.
Is it possible to have more
than one triangle with these
conditions? Why or why not?
Is it possible to have more
than one triangle with these
conditions? Why or why not?
From a Love
©2015 Math on the Move
13
Draw a triangle with the side
measures of 2 cm, 3 cm and
4 cm, if possible.
14
Draw a right triangle with the
side measures of 2 cm, 3 cm
and 4 cm, if possible.
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
15
16
From a Love
Draw a right triangle with the
side measures of 3 cm, 4 cm
and 5 cm, if possible.
Draw a right triangle with the
angle measurements of 30°,
60° and 90°.
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
©2015 Math on the Move
17
Draw a isosceles triangle
with the angle measurements
of 30°, 30°, and 120°
18
Draw a isosceles triangle
with the angle measurements
of 40°, 40°, and 120°
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
19
20
Draw a isosceles triangle with
two sides measuring 3 cm,
and one angle measuring 90°.
Draw a isosceles triangle with
two sides measuring 3 cm,
and one angle measuring 60°.
Measure and record the other two
angles.
Measure and record the other two
angles and the third side.
From a Love
©2015 Math on the Move
21
Draw a triangle with angles
measuring 130°, 40°, and 50°.
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
23
Draw a triangle with sides
measuring 2 cm, 2 cm, and 2
cm.
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
22
Draw a right triangle with
two congruent sides
measuring 3 cm and a third
side measuring 6 cm.
From a Love
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
24
Draw a triangle with all three
angles measuring 60°.
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
©2015 Math on the Move
From a Love
Follow the instructions on each task card. Record your answers or measurements
in the appropriate spaces below.
1
2
Possible drawings (angle
measures will vary)
Name
3
4
30°
60° 40°
40°
60°
130°
50°
50°
50°
130°
Not possible: Opposite
angles not congruent
5
6
60°
m ∠ A = __________
60°
m ∠ B = __________
60°
m ∠ C = __________
The three angles of an
equilateral triangle are
congruent
9
7
67°
m ∠ A = __________
46°
m ∠ B = __________
67°
m ∠ C = __________
90°
m ∠ A = __________
63°
m ∠ B = __________
27°
m ∠ C = __________
An iscosceles triangle
has two congruent angles
10
8
A scalene triangle has no
congruent angles. The
sum of angles is 180°
11
The two congruent angles
are 45°. The sum of the
three angles is 100°
12
Drawings will vary
Drawings will vary
Drawings will vary
It is possible (the 4 cm
side can be a leg or a
hypotenuse)
It is possible (the 4 cm can be
the one of the two congruent
sides or the one that is not
congruent)
More than one triangle: The
vertex of the two 4 cm sides can
be a different angle
measurement.
4 cm
This is a unique triangle
©2016 Math on the Move
From a Love
13
14
15
Drawings will vary
Drawings will vary
Possible. This forms a
unique triangle
Not Possible. The sides
will not meet.
17
18
16
Possible. This forms a
unique triangle
19
Possible. More than one
triangle - the lengths of
the sides can change.
20
40°
30°
120°
120°
30°
Possible. More than one
triangle - the lengths of
the sides can change.
21
40°
Not Possible. It form a
quadrilateral
22
The other two angles are
45°
23
The other two angles are
also 60°. The side is 3
cm. (equilateral triangle)
24
40°
130°
50°
Not Possible. It form a
quadrilateral (a trapezoid)
Not Possible. The third
side is too long.
Possible. This forms a
unique triangle
Possible. More than one
triangle - the lengths of
the sides can change.
©2016 Math on the Move
From a Love
1
2
Construct a pair of lines that
intersect, creating a 40° angle.
Construct a trapezoid with
two congruent sides.
Measure, record, and compare
the other three angles formed
by the intersecting lines.
Measure, record and
compare the angles of the
trapezoid.
3
Construct a parallelogram
with a 30° and a 50°.
If not possible, explain why.
If it is possible, is there more
than one way to draw the
parallelogram?
4
Construct a parallelogram
with opposite angles having
a measurement of 50°
Measure, record, and
compare the other set of
opposite angles.
©2015 Math on the Move
From a Love
5
A
Measure and record the angles of
the following equilateral triangle.
B
Write a statement
comparing the
angles of an
equilateral
triangle.
C
7
B
Measure and record the angles of
the following scalene triangle.
A
C
Write a statement comparing the angles
of a scalene triangle.
6
A
Measure and record the angles of
the following isosceles triangle.
B
Write a statement
comparing the
angles of an
isosceles triangle.
C
8
Construct a right triangle
with two congruent sides.
Measure the angles and
write a statement comparing
the angles of a right,
isosceles triangle.
©2015 Math on the Move
From a Love
9
10
Draw a right triangle with one
side measuring 4 cm.
Draw an isosceles triangle
with one side measuring 4 cm.
Is it possible to have more
than one triangle with these
conditions? Why or why not?
Is it possible to have more
than one triangle with these
conditions? Why or why not?
11
12
Draw an isosceles triangle with
two sides measuring 4 cm.
Draw a triangle with all three
sides measuring 4 cm.
Is it possible to have more
than one triangle with these
conditions? Why or why not?
Is it possible to have more
than one triangle with these
conditions? Why or why not?
©2015 Math on the Move
From a Love
13
Draw a triangle with the side
measures of 2 cm, 3 cm and
4 cm, if possible.
14
Draw a right triangle with the
side measures of 2 cm, 3 cm
and 4 cm, if possible.
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
15
16
Draw a right triangle with the
side measures of 3 cm, 4 cm
and 5 cm, if possible.
Draw a right triangle with the
angle measurements of 30°,
60° and 90°.
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
©2015 Math on the Move
From a Love
17
Draw a isosceles triangle
with the angle measurements
of 30°, 30°, and 120°
18
Draw a isosceles triangle
with the angle measurements
of 40°, 40°, and 120°
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
19
20
Draw a isosceles triangle with
two sides measuring 3 cm,
and one angle measuring 90°.
Draw a isosceles triangle with
two sides measuring 3 cm,
and one angle measuring 60°.
Measure and record the other two
angles.
Measure and record the other two
angles and the third side.
©2015 Math on the Move
From a Love
21
Draw a triangle with angles
measuring 130°, 40°, and 50°.
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
23
Draw a triangle with sides
measuring 2 cm, 2 cm, and 2
cm.
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
22
Draw a right triangle with
two congruent sides
measuring 3 cm and a third
side measuring 6 cm.
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
24
Draw a triangle with all three
angles measuring 60°.
If not possible, explain why.
If it is possible, is there more than
one way to draw the triangle?
©2015 Math on the Move
From a Love
Follow the instructions on each task card. Record your answers or
measurements in the appropriate spaces below.
Name
1
2
3
4
5
6
m ∠ A = __________
m ∠ B = __________
m ∠ C = __________
m ∠ A = __________
m ∠ B = __________
m ∠ C = __________
©2016 Math on the Move
From a Love
Follow the instructions on each task card. Record your answers or
measurements in the appropriate spaces below.
7
Name
8
9
11
12
m ∠ A = __________
m ∠ B = __________
m ∠ C = __________
10
©2016 Math on the Move
From a Love
Follow the instructions on each task card. Record your answers or
measurements in the appropriate spaces below.
Name
13
14
15
16
17
18
©2016 Math on the Move
From a Love
Follow the instructions on each task card. Record your answers or
measurements in the appropriate spaces below.
Name
19
20
21
22
23
24
©2016 Math on the Move
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