Angles

Our next unit is all about angles and symmetry and geometry.

I wanted to start off with going over what they should already know from previous years.

Types of polygons, what makes a polygon a polygon, sides, angles, vertices,

TEKS

4.6 - Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to:

4.6.A - identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;

4.6.B - identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;

4.6.C - apply knowledge of right angles to identify acute, right, and obtuse triangles; and

4.6.D - classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size

4.1 - Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

4.1.A - apply mathematics to problems arising in everyday life, society, and the workplace;

4.1.E - create and use representations to organize, record, and communicate mathematical ideas;

4.1.F - analyze mathematical relationships to connect and communicate mathematical ideas;

4.1.G - display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

4.1 - Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to:

4.1.A - create original products using a variety of resources
4.1.B - analyze trends and forecast possibilities, developing steps for the creation of an innovative process or product
4.1.C - use virtual environments to explore systems and issues.