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By E. H. Askwith

ISBN-10: 1406957569

ISBN-13: 9781406957563

Initially released in 1917. This quantity from the Cornell college Library's print collections was once scanned on an APT BookScan and switched over to JPG 2000 layout by way of Kirtas applied sciences. All titles scanned hide to hide and pages might contain marks notations and different marginalia found in the unique quantity.

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After some examples, studentsare again asked "Do you think this method will work for any triangle? " Then studentsare given arearule cardsfor the four shapes discussed so far and asked "How can you arrange them in a family tree? " If the student found the area in other ways, he/she is askedto show the otherway it would fit into a family tree. Activity 7. Trapezoids As in the two previousactivities,this one deals with ways of findingthe areaof a particularshape,namely, a trapezoid. (a) (c) (b) Divide the figure into a rectangle and two right triangles.

The module is summarizedin the diagramon the next page. 45 1 Tangrams 2 Assessmentof AreaConcepts--Waysof FindingAreasof Figures Note: ResultsfromActivity2 determined whatactivitywasdonenext. Most studentswentto Activity3 or4. 3 Areaof Rectangles 4 Area of RightTriangles 5 Area of Parallelograms 6 Areaof Triangles (7 I Area of Trapezoids 41 8 Areaof FiguresWhose VerticesLie on Two ParallelLines 9 9 FinalAcvity Final Activity on FamilyTree FamilyTrees Activity 1. Tangrams This activity provides a change of pace from work in Modules 1 and 2.

If students do not respondspontaneously,they are led to summarize the parallelism property of ladders. The same process of formulatingpropertiesis repeatedfor saws. Studentscolor in angles on the saws in the grid, summarizethe property (one set of congruent angles) on a card for later reference, and then discuss parallelism (two families of parallel lines). Finally students are asked to review the special propertiesof a saw. note: Studentswho are thinkingat level 0 can follow throughmost of this activity by looking at specific examples, but may not be able to summarize fluently.

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A Course of Pure Geometry by E. H. Askwith


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