Post Date: x/xx/xx
Classroom/ Home Learning Due the FIRST INSTRUCTIONAL DAY FOLLOWING the posted Week Ending Date
ACADEMIC REMINDER:
The REQUIRED Weekly Challenge Activities afford all students the essential reinforcement, skill-building, and practice necessary in order to bridge the achievement gap, make connections, and apply conceptual mathematical extensions prior to End of Course Examinations.
CCSS Geometry, Honors Weekly Challenge Ending x/xx/xx
Domain(s): Congruence: Tools of Geometry/ Introducing Geometry/ Building Blocks of Geometry/ Polygon and Triangle Properties/ Congruent Triangles/ Quadrilateral Properties/ Transformations in the Coordinate Plane/ Similarity/ Right Triangles/ Trigonometry/ Circle Properties/ Geometric Measurement / Geometric Properties with Equations
Activities: MAFS.912.G-CO.1.1, MAFS.912.G-CO.1.2, MAFS.912.G-CO.1.3, MAFS.912.G-CO.1.4, MAFS.912.G-CO.1.5, MAFS.912.G-CO.2.6, MAFS.912.G-CO.2.7, MAFS.912.G-CO.2.8, MAFS.912.G-CO.3.9, MAFS.912.G-CO.3.10, MAFS.912.G-CO.3.11, MAFS.912.G-CO.4.12, MAFS.912.G-CO.4.13, MAFS.912.G-SRT.1.1, MAFS.912.G-SRT.1.2, MAFS.912.G-SRT.1.3, MAFS.912.G-SRT.2.4, MAFS.912.G-SRT.2.5, MAFS.912.G-SRT.3.6, MAFS.912.G-SRT.3.7, MAFS.912.G-SRT.3.8, MAFS.912.G-C.1.2, MAFS.912.G-C.2.5, MAFS.912.G-GMD.1.1, MAFS.912.G-GMD.1.3
ACTIVITY #1:
Euclid as the Father of Geometry: We don't normally delve too far into history when talking about math, but sometimes it's important to have perspective about how some of our math concepts came about and how influential they have become.
Basic Geometry: Language and Labels: Before learning any new concept (mathematical or otherwise), it's important we learn and use a common language and label concepts consistently.
Option #1: Copy or print ANY 2 Problems which appear in the PRACTICE AREA. Student must write legibly ALL steps required to arrive at the solution(s) BEFORE solution(s) are revealed.
Option #2: Demonstrate completion of the assigned Practice Area(s) during the instructional block prior to stated Week Ending Date by obtaining instructor’s signature on appropriate Student Notetaking Form. The Activity #, Practice Area #, Date of completion, and SmartScore (if applicable) must be present on appropriate Student Notetaking Form. Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Click Here to access Practice Area #1.
Intro to Lines, Line Segments, and Rays: Let's get familiar with the difference between lines, line segments, and rays. Hint: a ray is somewhere between a line and a line segment!
Option #1: Copy or print ANY 2 Problems which appear in the PRACTICE AREA. Student must write legibly ALL steps required to arrive at the solution(s) BEFORE solution(s) are revealed.
Option #2: Demonstrate completion of the assigned Practice Area(s) during the instructional block prior to stated Week Ending Date by obtaining instructor’s signature on appropriate Student Notetaking Form. The Activity #, Practice Area #, Date of completion, and SmartScore (if applicable) must be present on appropriate Student Notetaking Form. Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Click Here to access Practice Area #2.
Click Here to access Practice Area #3.
Click Here to access Practice Area #4.
ACTIVITY #2a:
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Practice Area #5/ Task #5:
Construct Line Segment AB. Construct Line C. Construct Line Segment DE such that Line Segment DE is congruent to Line Segment AB. Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
ACTIVITY #2b:
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Practice Area #6/ Task #6:
Construct Angle ABC which measures 140 degrees. Construct Ray ED. Construct Angle DEF such that Angle DEF is congruent to Angle ABC. Bisect Angle DEF. What are the measures of the interior angles? Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
ACTIVITY #3:
Click Here to watch video below in a separate window.
Practice Area #7/ Task #7:
Construct Plane P that contains two opposite rays.
ACTIVITY #4:
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Practice Area #8/ Task #8:
Create a table. Write the next three terms in the sequence:
A. 1, 2, 4, 7, 11, 16, 22, ?, ?, ?
B. 1, ½, ¼, ?, ?, ?
Which “Step It Up” Problem Solving Strategies did you use?
ACTIVITY #5a:
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Practice Area #9/ Task #9:
Create a table. Construct and label the following polygons (Triangle, Quadrilateral, Pentagon, Hexagon, Heptagon, Octagon, Nonagon, Decagon, Undecagon, Dodecagon). Include within the table the total number of sides, vertices, and total number of diagonals each polygon possesses. Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Practice Area #10/ Task #10:
When Point N bisects Line Segment RC, Line Segment RN = x + 7, and Line Segment RC = 28, what is the value of x? Draw and label your construction(s). Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Practice Area #11/ Task #11:
Line Segment RN = x, Line Segment NC = x – 7, and Line Segment RC = 29, what is the value of x? Draw and label your construction(s). Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Practice Area #12/ Task #12:
Find the measure of two angles that are adjacent and form an angle of 160 degrees. The measure of the larger angle is 20 degrees greater than the measure of the smaller angle. Draw and label your construction(s). Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #13/ Task #13:
Find the measure of the angle formed by the hands of a clock set at 4:00 p.m. Draw and label your construction(s). Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #14/ Task #14:
Line XY and Line AB intersect at point C. If the measure of Angle XCB = 4x – 9 and the measure of Angle ACY = 3x + 29, find the measure of Angle XCB. Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #15/ Task #15:
Angle 1 measures 94 degrees. Angle 1 and Angle 2 are both adjacent and form a linear pair. Construct both angles. What is the degree measurement of Angle 2? Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #16/ Task #16:
Construct Angle ABC which measures 110 degrees. Construct Ray ED. Construct Angle DEF such that Angle DEF is congruent to Angle ABC. Bisect Angle DEF. What are the measures of the interior angles? Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #17/ Task #17:
The measure of an angle is 5 times as great as the measure of its complement. Find the measure of the angle. Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #18/ Task #18:
The measure of an angle exceeds 3 times its supplement by 4. Find the measure of the angle. Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Take the following true conditional statement(s) for Practice Area #19 and Practice Area #20:
Friendly reminder, when preparing counterexample provide an example which keeps (Hypothesis True) and the (Conclusion False):
Practice Area #19/ Task #19:
If a figure is a rectangle, then it is a polygon. Identify the hypothesis of the statement. Identify the conclusion of the statement. Write the inverse. Is the inverse true or false? Defend your logical reasoning with 2 counterexamples.
Practice Area #20/ Task #20:
If an integer p is divisible by 3, then the integer p is divisible by 6. Identify the hypothesis of the statement. Identify the conclusion of the statement. Write the inverse. Is the inverse true or false? Defend your logical reasoning with 2 counterexamples, if they exist.
Practice Area #21/ Task #21:
Construct Line PT. On Line PT construct Line Segment PR and Line Segment RT. Label Point Q as the midpoint of Line Segment PR. Label Point S as the midpoint of Line Segment RT. Line Segment QR = 4. Line Segment ST = 5. Find the value of:
A. Line Segment RS
B. Line Segment RT
C. Line Segment PQ
D. Line Segment PR
E. Line Segment PT
Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #22/ Task #22:
On a coordinate grid, Line Segment AB has endpoint B at (24, 16). The midpoint of Line Segment AB is (4, -3). What is the y-coordinate of Point A? What is the distance from Point A to Point B?
Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
ACTIVITY #5b: (Hint: Use Transformation Function/ Mapping Rules):
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Option #1: Print screen that proves student has reached a SmartScore of 45.
Option #2: Copy or print problems which appear in the PRACTICE AREA. Student must write legibly ALL steps required to arrive at the solution(s) BEFORE solution(s) are revealed. Continue until your SmartScore reaches 45.
Option #3: Demonstrate completion of the assigned Practice Area(s) during the instructional block prior to stated Week Ending Date by obtaining instructor’s signature on appropriate Student Notetaking Form. The ACTIVITY #, Practice Area #, Date of completion, and SmartScore (if applicable) must be present on appropriate Student Notetaking Form.
Click Here to access Practice Area #23.
Click Here to access Practice Area #24.
Click Here to access Practice Area #25.
Option #1: Copy or print ANY 2 Problems which appear in the PRACTICE AREA. Student must write legibly ALL steps required to arrive at the solution(s) BEFORE solution(s) are revealed.
Option #2: Demonstrate completion of the assigned Practice Area(s) during the instructional block prior to stated Week Ending Date by obtaining instructor’s signature on appropriate Student Notetaking Form. The Activity #, Practice Area #, Date of completion, and SmartScore (if applicable) must be present on appropriate Student Notetaking Form. Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Click Here to access Practice Area #26.
Click Here to access Practice Area #27.
Click Here to access Practice Area #28.
Click Here to access Practice Area #29.
Click Here to access Practice Area #30.
Click Here to access Practice Area #31.
Classroom/ Home Learning Due the FIRST INSTRUCTIONAL DAY FOLLOWING the posted Week Ending Date
ACADEMIC REMINDER:
The REQUIRED Weekly Challenge Activities afford all students the essential reinforcement, skill-building, and practice necessary in order to bridge the achievement gap, make connections, and apply conceptual mathematical extensions prior to End of Course Examinations.
CCSS Geometry, Honors Weekly Challenge Ending x/xx/xx
Domain(s): Congruence: Tools of Geometry/ Introducing Geometry/ Building Blocks of Geometry/ Polygon and Triangle Properties/ Congruent Triangles/ Quadrilateral Properties/ Transformations in the Coordinate Plane/ Similarity/ Right Triangles/ Trigonometry/ Circle Properties/ Geometric Measurement / Geometric Properties with Equations
Activities: MAFS.912.G-CO.1.1, MAFS.912.G-CO.1.2, MAFS.912.G-CO.1.3, MAFS.912.G-CO.1.4, MAFS.912.G-CO.1.5, MAFS.912.G-CO.2.6, MAFS.912.G-CO.2.7, MAFS.912.G-CO.2.8, MAFS.912.G-CO.3.9, MAFS.912.G-CO.3.10, MAFS.912.G-CO.3.11, MAFS.912.G-CO.4.12, MAFS.912.G-CO.4.13, MAFS.912.G-SRT.1.1, MAFS.912.G-SRT.1.2, MAFS.912.G-SRT.1.3, MAFS.912.G-SRT.2.4, MAFS.912.G-SRT.2.5, MAFS.912.G-SRT.3.6, MAFS.912.G-SRT.3.7, MAFS.912.G-SRT.3.8, MAFS.912.G-C.1.2, MAFS.912.G-C.2.5, MAFS.912.G-GMD.1.1, MAFS.912.G-GMD.1.3
ACTIVITY #1:
Euclid as the Father of Geometry: We don't normally delve too far into history when talking about math, but sometimes it's important to have perspective about how some of our math concepts came about and how influential they have become.
Basic Geometry: Language and Labels: Before learning any new concept (mathematical or otherwise), it's important we learn and use a common language and label concepts consistently.
Option #1: Copy or print ANY 2 Problems which appear in the PRACTICE AREA. Student must write legibly ALL steps required to arrive at the solution(s) BEFORE solution(s) are revealed.
Option #2: Demonstrate completion of the assigned Practice Area(s) during the instructional block prior to stated Week Ending Date by obtaining instructor’s signature on appropriate Student Notetaking Form. The Activity #, Practice Area #, Date of completion, and SmartScore (if applicable) must be present on appropriate Student Notetaking Form. Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Click Here to access Practice Area #1.
Intro to Lines, Line Segments, and Rays: Let's get familiar with the difference between lines, line segments, and rays. Hint: a ray is somewhere between a line and a line segment!
Option #1: Copy or print ANY 2 Problems which appear in the PRACTICE AREA. Student must write legibly ALL steps required to arrive at the solution(s) BEFORE solution(s) are revealed.
Option #2: Demonstrate completion of the assigned Practice Area(s) during the instructional block prior to stated Week Ending Date by obtaining instructor’s signature on appropriate Student Notetaking Form. The Activity #, Practice Area #, Date of completion, and SmartScore (if applicable) must be present on appropriate Student Notetaking Form. Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Click Here to access Practice Area #2.
Click Here to access Practice Area #3.
Click Here to access Practice Area #4.
ACTIVITY #2a:
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Practice Area #5/ Task #5:
Construct Line Segment AB. Construct Line C. Construct Line Segment DE such that Line Segment DE is congruent to Line Segment AB. Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
ACTIVITY #2b:
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Practice Area #6/ Task #6:
Construct Angle ABC which measures 140 degrees. Construct Ray ED. Construct Angle DEF such that Angle DEF is congruent to Angle ABC. Bisect Angle DEF. What are the measures of the interior angles? Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
ACTIVITY #3:
Click Here to watch video below in a separate window.
Practice Area #7/ Task #7:
Construct Plane P that contains two opposite rays.
ACTIVITY #4:
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Practice Area #8/ Task #8:
Create a table. Write the next three terms in the sequence:
A. 1, 2, 4, 7, 11, 16, 22, ?, ?, ?
B. 1, ½, ¼, ?, ?, ?
Which “Step It Up” Problem Solving Strategies did you use?
ACTIVITY #5a:
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Practice Area #9/ Task #9:
Create a table. Construct and label the following polygons (Triangle, Quadrilateral, Pentagon, Hexagon, Heptagon, Octagon, Nonagon, Decagon, Undecagon, Dodecagon). Include within the table the total number of sides, vertices, and total number of diagonals each polygon possesses. Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Practice Area #10/ Task #10:
When Point N bisects Line Segment RC, Line Segment RN = x + 7, and Line Segment RC = 28, what is the value of x? Draw and label your construction(s). Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Practice Area #11/ Task #11:
Line Segment RN = x, Line Segment NC = x – 7, and Line Segment RC = 29, what is the value of x? Draw and label your construction(s). Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Practice Area #12/ Task #12:
Find the measure of two angles that are adjacent and form an angle of 160 degrees. The measure of the larger angle is 20 degrees greater than the measure of the smaller angle. Draw and label your construction(s). Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #13/ Task #13:
Find the measure of the angle formed by the hands of a clock set at 4:00 p.m. Draw and label your construction(s). Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #14/ Task #14:
Line XY and Line AB intersect at point C. If the measure of Angle XCB = 4x – 9 and the measure of Angle ACY = 3x + 29, find the measure of Angle XCB. Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #15/ Task #15:
Angle 1 measures 94 degrees. Angle 1 and Angle 2 are both adjacent and form a linear pair. Construct both angles. What is the degree measurement of Angle 2? Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #16/ Task #16:
Construct Angle ABC which measures 110 degrees. Construct Ray ED. Construct Angle DEF such that Angle DEF is congruent to Angle ABC. Bisect Angle DEF. What are the measures of the interior angles? Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #17/ Task #17:
The measure of an angle is 5 times as great as the measure of its complement. Find the measure of the angle. Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #18/ Task #18:
The measure of an angle exceeds 3 times its supplement by 4. Find the measure of the angle. Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Take the following true conditional statement(s) for Practice Area #19 and Practice Area #20:
Friendly reminder, when preparing counterexample provide an example which keeps (Hypothesis True) and the (Conclusion False):
Practice Area #19/ Task #19:
If a figure is a rectangle, then it is a polygon. Identify the hypothesis of the statement. Identify the conclusion of the statement. Write the inverse. Is the inverse true or false? Defend your logical reasoning with 2 counterexamples.
Practice Area #20/ Task #20:
If an integer p is divisible by 3, then the integer p is divisible by 6. Identify the hypothesis of the statement. Identify the conclusion of the statement. Write the inverse. Is the inverse true or false? Defend your logical reasoning with 2 counterexamples, if they exist.
Practice Area #21/ Task #21:
Construct Line PT. On Line PT construct Line Segment PR and Line Segment RT. Label Point Q as the midpoint of Line Segment PR. Label Point S as the midpoint of Line Segment RT. Line Segment QR = 4. Line Segment ST = 5. Find the value of:
A. Line Segment RS
B. Line Segment RT
C. Line Segment PQ
D. Line Segment PR
E. Line Segment PT
Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
Practice Area #22/ Task #22:
On a coordinate grid, Line Segment AB has endpoint B at (24, 16). The midpoint of Line Segment AB is (4, -3). What is the y-coordinate of Point A? What is the distance from Point A to Point B?
Student must write legibly ALL steps required to arrive at the solution(s). Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge. Which “Step It Up” Problem Solving Strategies did you use?
ACTIVITY #5b: (Hint: Use Transformation Function/ Mapping Rules):
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Click Here to watch video below in a separate window.
Option #1: Print screen that proves student has reached a SmartScore of 45.
Option #2: Copy or print problems which appear in the PRACTICE AREA. Student must write legibly ALL steps required to arrive at the solution(s) BEFORE solution(s) are revealed. Continue until your SmartScore reaches 45.
Option #3: Demonstrate completion of the assigned Practice Area(s) during the instructional block prior to stated Week Ending Date by obtaining instructor’s signature on appropriate Student Notetaking Form. The ACTIVITY #, Practice Area #, Date of completion, and SmartScore (if applicable) must be present on appropriate Student Notetaking Form.
Click Here to access Practice Area #23.
Click Here to access Practice Area #24.
Click Here to access Practice Area #25.
Option #1: Copy or print ANY 2 Problems which appear in the PRACTICE AREA. Student must write legibly ALL steps required to arrive at the solution(s) BEFORE solution(s) are revealed.
Option #2: Demonstrate completion of the assigned Practice Area(s) during the instructional block prior to stated Week Ending Date by obtaining instructor’s signature on appropriate Student Notetaking Form. The Activity #, Practice Area #, Date of completion, and SmartScore (if applicable) must be present on appropriate Student Notetaking Form. Feel free to use Geometer’s Sketchpad, GeoGebra, compass, protractor, and/or straightedge.
Click Here to access Practice Area #26.
Click Here to access Practice Area #27.
Click Here to access Practice Area #28.
Click Here to access Practice Area #29.
Click Here to access Practice Area #30.
Click Here to access Practice Area #31.