Download Feeling at Home With Geometry by: Angelique Curtis and

Feeling at Home
With Geometry
by: Angelique Curtis
and Brittany Brooks
This is a house on Tompkins
Street in Cortland, NY.
•This is your geometry booklet.
•On each page, you will see pictures showing geometric ideas.
•After looking at each picture you will read the definition at the
bottom of the page.
•Then, you will try to find more examples of the geometric definition
given for the picture.
•You will need a crayon or marker, GET READY.
•You can trace directly onto the picture…
•OR
•I will give you tracing paper
•AND
•…a hunting you will go!
Through this activity you will find
•Lines
•Triangles
•Polygons
•Circles
•Quadrilaterals
•…AND MORE!
Here you can see triangles, big and small.
A triangle is a three sided polygon whose angles measure up to 180
degrees.
Can you find some more??
Here you can see parallelograms.
A parallelogram is a quadrilateral with two pairs
of parallel sides.
This shape is called a rhombus.
Notice the four sides, it is also
classified as a quadrilateral,
and also as a polygon.
Can you guess if it would be
symmetrical??
This is an example of a polygon, more specifically a pentagon.
A polygon is a closed shape with sides. A pentagon is a five sided shape or
polygon.
This is a polygon also, having six sides it is called a hexagon.
This hexagon is non symmetrical, cannot be divided into to mirror
images.
These are parallelograms, yes you already saw them.
They are also symmetrical polygons too. They can be split in half
and be made into two mirrored images.
Here you can see some examples of pairs of perpendicular lines.
A line is perpendicular to another if it meets or crosses and creates a right
angle(or 90 degree angle). Can you find some more pairs of perpendicular lines?
•A pair of parallel
lines are always the
same distance apart
(equidistant) and
never meet.
•Intersecting lines
are lines that meet at
a point.
**Can you find
more pairs of
parallel and
intersecting lines in
the picture?
•Obtuse Angles are angles
measuring between 90 and 180
degrees.
**Can you find any more
obtuse angles?
•A right angle is
an angle
measuring 90
degrees.
•Two lines that
meet at a right
angle are also said
to be
perpendicular.
•An acute angle
is an angle
measuring
between 0 and 90
degrees.
•Congruent
Angles have the
same angle in
degrees.
•They don’t have
to be in the same
direction.
•They don’t have
to be on similar
sized lines.
•Two angles are called
supplementary angles
if the sum of their degree
measurements add up to
be 180 degrees.
•One angle in the pair is
the supplement of the
other to add up to 180
degrees.
•Two angles are called
complementary angles
when the sum of the degrees
measurements equals 90
degrees.
•Can you find any
complementary angles?
Hopefully now you have seen that geometry really is all around us.
Next time you go out on the town your challenge is to open your eyes to
the geometric world and see if you can apply some of your newly
gained knowledge to the world you live in! Feel at home with geometry,
because geometry is part of your home 
Students having trouble, could trace on a
larger piece of paper and be responsible for
one concept at a time that is easier to see.
OR
Have them work at a computer or from a
computer generated sheet from
NLVM.com.
I would like students to be able to distinguish between parallel lines and
perpendicular lines
•Students should be able to distinguish between the different types of
triangles
•Students will learn that all the angles of a triangle add up to 180 degrees
•Students will learn that the two smaller sides of a triangle will add up to
seven in order for it to form a triangle.
I would like students to know that the name of a polygon corresponds to
the number of sides it has.
For example quadrilaterals are polygons with four sides…e
3.PS.16 Analyze problems by identifying relationships
3.RP.6 Develop and explain an argument using oral, written,
concrete, pictorial, and/or graphical forms
3.CM.5 Share organized mathematical ideas through the
manipulation of objects, drawings, pictures, charts, graphs,
tables, diagrams, models, symbols , and expressions in written
and verbal form
3.CN.6 Recognize the presence of mathematics in their daily lives
3.G.1 Define and use correct terminology when referring to
shapes (circle, triangle, square, rectangle, rhombus, trapezoid,
and hexagon)
3.G.5 Indentify and construct lines of symmetry
4. CM. 4 Organize and accurately label work (when tracing images from
workbook)
4. CM. 9 Increase their use of mathematical vocabulary and language when
communicating with others (when learning new geometry vocabulary)
4.CN.6 Recognize the presence of mathematics in their daily lives
4.G.1 Indentify and name polygons, recognizing that their names are
related to the number of sides and angles (triangle, quadrilateral,
pentagon, hexagon, and octagon
4.G.6 Draw and identify intersecting, perpendicular, and parallel lines
4.G.8 Classify angles as acute, obtuse, right and straight
5. CM.3 Organize and accurately label work
5. CM. 9 Increase their use of mathematical vocabulary and language when
communicating with others
5.CM.10 Use appropriate vocabulary when describing objects, relationships,
mathematical solutions, and rationale
5. CN. 6 Recognize and provide examples of the presence of mathematics in
their daily lives
5.G.2 Identify pairs of similar triangles
5.G.3 Identify the ratio of corresponding sides of similar triangles
5.G.4 Classify quadrilaterals by properties of their angles and sides
5.G.5 Know that the sum of the interior angles of a quadrilateral is 360
degrees
5.G.6 Classify triangles by properties of their angles and sides
5.G.7 Know that the sum of the interior angles of a triangle is 180 degrees
5.G.8 Find missing angle when given two angles of a triangle
5.G.9 Indentify pairs of congruent triangles
5.G.10 Identify Corresponding parts of congruent triangles
5.G11 Identify and draw lines of symmetry of basic geometric shapes
•.6.CN.6 Recognize and provide examples of the presence of
mathematics in their daily lives
•6.G.1 Calculate the length of corresponding sides of similar
triangles, using proportional reasoning