This task can be implemented in a variety of ways. For a class with previous exposure to the incenter or angle bisectors, part (a) could be a quick exercise in geometric constructions,. Alternatively, this could be part of a full introduction to angle bisectors, culminating in a full proof that the three angle bisectors are concurrent, an essentially complete proof of which is found in the solution below.

This instructional task gives students a hands-on experience with composing and decomposing geometric figures.

In this math lesson, learners place yarn strips appropriately on 4' í„ 3' strips of paper and draw around the yarn to create a map of their body. Then, learners use directional and positional words to describe their body map. This activity is recommended as a follow up to the "Measuring Me" lesson (see related resources). This lesson guide includes questions for learners, assessment options, extensions, and reflection questions.

This short video and interactive assessment activity is designed to teach third graders about matching equivalent 2d shapes.

This short video and interactive assessment activity is designed to teach second graders about matching equivalent 2d shapes.

This short video and interactive assessment activity is designed to teach fifth graders about matching equivalent 2d shapes.

Mathematics Essentials will improve student understanding of basic mathematics concepts and develop essential skills needed to be successful in the high school mathematics curriculum. The standards taught include arithmetic, algebraic reasoning, basic geometry concepts, and fundamental statistics. Math Essentials is ideally taught as a Tier 2 or Tier 3 intervention course, in conjunction with Algebra 1. This is the second of a four-quarter complete course that features audio-visual lectures.

In this three-lesson unit, students participate in activities in which they focus on connections between mathematics and children’s literature. Three pieces of literature are used to teach geometry and measurement topics in the mathematics curriculum, i.e. using and describing geometric figures, estimating the volume of an irregular solid, and exploring the need for a standard unit of length. Activity worksheets and ideas for extension are included.

This short video and interactive assessment activity is designed to teach fourth graders about measuring the angle using a protractor.

This goal of this task is to give students familiarity using the formula for the area of a circle while also addressing measurement error.

In this math lesson, learners measure distances using an outline cutout of their own feet. This enables learners to practice using nonstandard units. This activity is recommended as a follow up to the "Measuring with Teacher's Feet" lesson (see related resources). This lesson guide includes questions for learners, assessment options, extensions, and reflection questions.

In this series of three hands-on activities, students develop an understanding of the relationship between fractions, decimals, and percents based upon models of hundredths. Each activity requires students to display their one hundred pieces of candy in a different way: linear model, grid model (rectangular area), and region model (circle graph/pie chart). This lesson includes student worksheets, assessment questions, extension suggestions, and a link to a circle graph tool.

This classroom task gives students the opportunity to prove a surprising fact about quadrilaterals: that if we join the midpoints of an arbitrary quadrilateral to form a new quadrilateral, then the new quadrilateral is a parallelogram, even if the original quadrilateral was not.

This is a reasonably direct task aimed at having students use previously-derived results to learn new facts about parallelograms, as opposed to deriving them from first principles. The solution provided (among other possibilities) uses the SAS trial congruence theorem, and the fact that opposite sides of parallelograms are congruent.

In this unit you will see first how to convert vectors from geometric form, in terms of a magnitude and direction, to component form, and then how conversion in the opposite sense is accomplished. The ability to convert between these different forms of a vector is useful in certain problems involving displacement and velocity, as shown in Section‘_2, in which you will also work with bearings.

The purpose of this task is to engage students in an open-ended modeling task that uses similarity of right triangles, and also requires the use of technology.

In this lesson, students will learn that math is important in navigation and engineering. Ancient land and sea navigators started with the most basic of navigation equations (Speed x Time = Distance). Today, navigational satellites use equations that take into account the relative effects of space and time. However, even these high-tech wonders cannot be built without pure and simple math concepts basic geometry and trigonometry that have been used for thousands of years. In this lesson, these basic concepts are discussed and illustrated in the associated activities.

This task applies geometric concepts, namely properties of tangents to circles and of right triangles, in a modeling situation. The key geometric point in this task is to recognize that the line of sight from the mountain top towards the horizon is tangent to the earth. We can then use a right triangle where one leg is tangent to a circle and the other leg is the radius of the circle to investigate this situation.

Students find the volume and surface area of a rectangular box (e.g., a cereal box), and then figure out how to convert that box into a new, cubical box having the same volume as the original. As they construct the new, cube-shaped box from the original box material, students discover that the cubical box has less surface area than the original, and thus, a cube is a more efficient way to package things.

In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The Geometry curriculum is available below.