This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 7th Grade Math. 

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 7th Grade Math. 

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 7th Grade Math.

In this activity, students will learn how to read a topographical map and how to triangulate with just a map. True triangulation requires both a map and compass, but to simplify the activity and make it possible indoors, the compass information is given. Students will practice converting a compass measurement to a protractor measurement, as well as reverse a bearing direction (i.e., if they know a tree's bearing is 100 degrees from you, they can determine what bearing they are from the tree). Students will use the accompanying worksheets to take a bearing of certain landmarks and then start at those landmarks to work backwards to figure out where they are.

In this activity, students will learn how to actually triangulate using a compass, topographical (topo) map and view of outside landmarks. It is best if a field trip to another location away from school is selected. The location should have easily discernable landmarks (like mountains or radio towers) and changes in elevation (to illustrate the topographical features) to enhance the activity. A national park is an ideal location, and visiting a number of parks, especially parks with hiking trails, is especially beneficial.

This site contains several distinct lessons that focus on the defining characteristics of triangles and quadrilaterals. Beginning with illustrations of various categories of triangles (acute, obtuse, right, scalene, isosceles, equilateral), students use an applet to explore what combinations of three side lengths can constitute a triangle. They then extend these techniques to the study of quadrilaterals. The unit concludes with a contrast between the rigidity of triangles and the nonrigidity of quadrilaterals, with implications for the construction trades. Problems and solutions, suggestions for homework exploration, video clips, and notes for the teacher are included.

In this lesson, students understand that two triangles are identical if all corresponding sides are equal under some correspondence; three side lengths of a triangle determine a unique triangle. Students understand that two triangles are identical if two corresponding sides and the included angle are equal under some correspondence; two sides and an included angle of a triangle determine a unique triangle.

In this lesson, students understand that two triangles are identical if two pairs of corresponding angles and one pair of corresponding sides are equal under some correspondence; two angle measurements and a given side length of a triangle determine a unique triangle. Students understand that the two angles and any side condition can be separated into two conditions: (1) the two angles and included side condition and (2) the two angles and the side opposite a given angle condition.

In this lesson, students understand that three given lengths determine a triangle, provided the largest length is less than the sum of the other two lengths; otherwise, no triangle can be formed. Students understand that if two side lengths of a triangle are given, then the third side length must be between the difference and the sum of the first two side lengths. Students understand that two angle measurements determine many triangles, provided the angle sum is less than 180°; otherwise, no triangle can be formed.

In this lesson, students understand that three given lengths determine a triangle, provided the largest length is less than the sum of the other two lengths; otherwise, no triangle can be formed. Students understand that if two side lengths of a triangle are given, then the third side length must be between the difference and the sum of the first two side lengths. Students understand that two angle measurements determine many triangles, provided the angle sum is less than 180°; otherwise, no triangle can be formed.

In this lesson, students use conditions that determine a unique triangle to construct viable arguments that angle measures and lengths are equal between triangles.

In this lesson, students use conditions that determine a unique triangle to determine when two triangles are identical. Students construct viable arguments to explain why the given information can or cannot give a triangle correspondence between identical triangles.

In this lesson, students use information such as vertical angles and common sides in the structure of triangle diagrams to establish whether conditions that determine a unique triangle exist. Students use conditions that determine a unique triangle to determine when two triangles are identical. Students construct viable arguments to explain why the given information can or cannot give a triangle correspondence between identical triangles.

In this lesson, students use a compass, protractor, and ruler to draw geometric shapes based on given conditions.

In this lesson, students use a protractor, ruler, and setsquare to draw parallelograms based on given conditions.

In this lesson, students use a triangle correspondence to recognize when two triangles match identically. Students use notation to denote a triangle correspondence and use the triangle correspondence to talk about corresponding angles and sides. Students are able to label equal angles and sides of triangles with multiple arcs or tic marks.

In this lesson students will study the surface area and volume of three-dimensional shapes by creating a water tank comprised of these shapes. Students will work in groups of 4-5 to research water tanks, develop scale drawings and build a scale model. Teacher will evaluate the project using a rubric and students will assess one anothers cooperative skills using a rubric.