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Transforming a Segment

10 Mar

The task:

Given segment AB, construct a regular hexagon ABCDEF with segment AB as one of its sides.

-You may not use any Shapes tools.

-You many not use any Measurement tools.

When you are finished, we will use Measurement tools to justify your construction.

1 03-10-2015 Image001

This task is a good one for working on math flexibility. You can construct the hexagon one way? Great! Now find another way to construct the hexagon.

2 MathFlex_Alg

I used Class Capture to monitor students working.

3 Screen Shot 2014-08-28 at 9.47.09 AM

Whose would you select for a whole class discussion?

 

This year, we started with someone who did rotations only.

4 Screen Shot 2014-08-28 at 9.48.22 AM

Then moved to someone who did rotations and reflections.

5 Screen Shot 2014-08-28 at 9.49.13 AM

Then moved to someone who had a number on their page that was different from everyone else.

6 Screen Shot 2014-08-28 at 9.48.02 AM

I’ve written about this task before, here and here. As I think about the students I will have next year, I wonder whether we could start our unit on Rigid Motions with this task, instead of ending the unit with it. We’ve been using our new standards for 3 years now in geometry, but it is really only next year that we will have students who had most of the new standards in middle school. I’m beginning to think about how that changes what we’ve been doing.

And so the journey continues, constantly making adjustments to meet the needs of the students we do have and not those we did have …

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1 Comment

Posted by on March 10, 2015 in Geometry, Rigid Motions

 

Tags: , , , , , ,

One response to “Transforming a Segment

  1. Travis

    March 10, 2015 at 10:46 pm

    Without reading the previous posts, where maybe you spoke of this….if a student was stuck, I would suggest making the hexagon and then de-constructing it to make a segment….add some auxiliary segments.
    I like your sequencing…Nav sure makes this step easy when orchestrating a discussion.
    For those looking for another method: try to use all 6 permutations of: refl, rot., trans. if possible. The equilateral triangle is the essential building block. ‘Tessellation’ arises organically.
    To speed along student presentations, maybe have them press undo and rewind their construction [or rewind and then when you come to them for Presenter, they press re-do several times]. They can now march through without hesitation.

     

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