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Critical thinking Common Core HSG-CO.C.9 resources
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Transversal and Special Angle Pairs Cityscape Project
Students are asked to create a city based on directions on placing buildings in vertical, adjacent, supplementary, corresponding, alternate interior and exterior, same-side interior and exterior, and congruent/non-congruent linear pair angles.What makes this project different than other similar projects is students use a set of two transversals and two parallel lines resulting in deeper understanding of the vocabulary. In addition, students have control over which corner the initial building i
Subjects:
Grades:
9th - 12th
Types:
CCSS:
Counterexamples (Scenario Based and Geometric Properties)
This activity helps students practice identifying Counterexamples. Level 1 is scenario based (real world experience) and Level 2 relies on Geometric Properties (year-long content knowledge).Contents:3 student pages (non-editable PDFs) which includes:1 page of Scenario Based Counterexample Questions:14 scenarios where students have to figure out a specific counterexample that would make the statement false1 page of Geometric Counterexample Questions (Use later, explores breadth of Geometry)8 ques
Subjects:
Grades:
9th - 10th, Higher Education, Adult Education
Types:
CCSS:
How to Read Book 1 of Euclid's Elements
If you are a Geometry teacher, a parent who is homeschooling your child and using a classical curriculum, or an educator who is using a Great Books curriculum, this will be a useful handout to your student(s). It is a guide on how to read the first book of Euclid's "Elements". It explains the section on definitions, postulates, common notions, and also explains the general structure of the propositions. P.S. The geometry standards listed to this document are not directly covered in the document.
Subjects:
Grades:
Not Grade Specific
CCSS:
Geometry Venn Diagram: Measurable vs Not
This activity is for classes who have trouble keeping track of geometric objects that are measurable and objects that cannot be measured (are infinite). This distinction is important because measurable objects can be congruent to each other while infinite objects cannot. This is meant to help students who think lines can be congruent.Option 1: Give student pairs or groups the blank Venn diagram with unlabeled points. They have to think together about what each point in each circle may represe
Subjects:
Grades:
9th - 11th
Types:
CCSS:
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