In this Cyberchase video segment, the CyberSquad must locate each other using a map's grid to construct a coordinate system using letters and numbers.

Utah National Parks: Standard 7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

In this lesson plan students will discover 2D and 3D shapes in their environment. The will gain an understanding of the difference between a 2D shape (flat) and 3D shape (solid) and what that looks like in the world around them. Students will go on a walking scavenger hunt to find both 2D and 3D shapes around their school. They will be able to use their classroom iPads to take photographs of the shapes they find and use them to create a simple photo video with iMovie.   Photograph Citation: JoyPixels. “School Emoji Clipart.” Creazilla,https://creazilla.com/nodes/48174-school-emoji-clipart, 1/27/23

In this Cyberchase video segment, Harry tries to snowboard and learns how to measure and identify many common angles.

The triangle congruence criteria, SSS, SAS, ASA, all require three pieces of information. It is interesting, however, that not all three pieces of information about sides and angles are sufficient to determine a triangle up to congruence. In this problem, we considered SSA. Also insufficient is AAA, which determines a triangle up to similarity. Unlike SSA, AAS is sufficient because two pairs of congruent angles force the third pair of angles to also be congruent.

This activity asks students to visualize shapes, paying close attention to the definitions of special polygons. Learners are given a sheet of isometric grid paper and asked to find and sketch 12 specific shapes. Ideas for implementation, extension and support are included along with printable grids and shape definitions.

In this task students see different ways of partitioning a circle and a rectangle into two or more equal shares.

Beavers are generally known as the engineers of the animal world. In fact the beaver is MIT's mascot! But honeybees might be better engineers than beavers! And in this lesson involving geometry in interesting ways, you'll see why! Honeybees, over time, have optimized the design of their beehives. Mathematicians can do no better. In this lesson, students will learn how to find the areas of shapes (triangles, squares, hexagons) in terms of the radius of a circle drawn inside of these shapes. They will also learn to compare those shapes to see which one is the most efficient for beehives. This lesson also discusses the three-dimensional shape of the honeycomb and shows how bees have optimized that in multiple dimensions. During classroom breaks, students will do active learning around the mathematics involved in this engineering expertise of honeybees. Students should be conversant in geometry, and a little calculus and differential equations would help, but not mandatory.

The two triangles in this problem share a side so that only one rigid transformation is required to exhibit the congruence between them. In general more transformations are required and the "Why does SSS work?'' and "Why does SAS work?'' problems show how this works.

For these particular triangles, three reflections were necessary to express how to move from ABC to DEF. Sometimes, however, one reflection or two reflections will suffice. Since any rigid motion will take triangle ABC to a congruent triangle DEF, this shows the remarkable fact that any rigid motion of the plane can be expressed as one reflection, a composition of two reflections, or a composition of three reflections.

This particular sequence of transformations which exhibits a congruency between triangles ABC and DEF used one translation, one rotation, and one reflection. There are many other ways in which to exhibit the congruency and students and teachers are encouraged to explore the different possibilities.

HereÕs one to make into a puzzle. Print, cut and have some fun! Or take the next challenge and construct (draw) your own!

HereÕs a journey into codes and cryptography. Have you ever started with a shape and kept adding additional shapes? What happens when you do?

Many students in the US think of Pi as a number they should memorize, when the most important idea for students to learn is that Pi is a very cool relationship, that exists inside all circles in the world. In this task students will find that relationship themselves, through cutting and folding, and be asked to reflect on it.

This is a task that combines art, mathematics and design. Students are asked to see and design optical illusions, think about the mathematics inside them and pose mathematical questions for their friends.

Students build and draw three-dimensional cubes made up of small unit cubes. Student study patterns by analyzing the number of sides painted of each unit cube, which made up the larger painted cube.

This is a youcubed favorite which comes from Mark Driscoll. The activity encourages students and teachers to engage in visual, creative thinking. We have coupled MarkÕs activity with asking students to reason and be convincing, two important mathematical practices.

Students explore the area of trapezoids as they draw different examples of trapezoids.