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**City of Angles**

**City of Angles**

This project was presented to Mrs. Meyer's 9th and 10th grade geometry class after the introduction of interior, exterior, and corresponding angles. This project brought the students into using these three angles into a real world problem. After the student complete the activity, they will be able to demonstrate their knowledge of parallel lines with a transversal and will be able to show when angles are congruent or supplementary given parallel lines and a transversal.

__Overview of Project:__

For this project, each student will make his or her own street map for a fictional city. This city will consist of:

1. Six streets that are parallel to each other (each will be named for reference).

2. Two transversal streets (each will be named for reference).

3. Traffic lights or stop signs at four different intersections.

4. The following building, represented in your city:

- Post Office

- Bank

- Fire Department

- Police Station

- Gas Station

- School

- Restaurant

- Grocery Store

- Courthouse

- Your House

__Instructions:__

Please place the buildings in the following locations:

1. Your house and the school at congruent alternate interior angles.

2. The post office and the bank at same side interior angles.

3. The fire department and police station at congruent alternate exterior angles.

4. The restaurant and courthouse at non-congruent alternate interior angles.

5. the gas station and grocery store at congruent corresponding angles.

BE CREATIVE!!

Above is my creation of: City of Math! (sorry about not being artistic, I cant draw for the life of me)

I created six parallel lines. I had to think what a parallel line was and I know that they could not intersect each other. Then I created two transversals that intersected the six parallel lines. I created mine so that they did not intersect each other on my graph, but a student could create that type of transversals. I then ha to place stop signs at the intersections of a few lines. I know that intersections are where two lines cross each other creating a t-shape in the image. I next had to place my building in the city. I first read all of the placements of the city to see if any of the building corresponds to more than just one building. I noticed that each building only corresponds to another building within the city. I started with the buildings that had congruent angles (your house, the school, the fire department, the police station, the gas station and the grocery store). Once I placed these buildings, I had four more buildings to place. I first did they non-congruent angles ( the restaurant and the courthouse) because I knew that it was the opposite of congruent angles. Lastly, I placed the final two buildings (The post office and the bank) because these building did not relate to corresponding or non-corresponding, but had to deal with interior angles.

This is one way of thinking to create this city. Each students will take different steps in creating their own city. A great follow up question would be asking the students explain why they place their building in the spot and relate it back to corresponding angles.

Below are some student's cities in the making!

FINAL City (Millbrooks Town) by a student:

When the project is completed the students will have a better understand of interior, exterior, and corresponding angles and it also allows the students get artistic and have a little bite of fun with math.

4. The restaurant and courthouse at non-congruent alternate interior angles.

5. the gas station and grocery store at congruent corresponding angles.

BE CREATIVE!!

Above is my creation of: City of Math! (sorry about not being artistic, I cant draw for the life of me)

__My thinking process as I created my City of Angle__I created six parallel lines. I had to think what a parallel line was and I know that they could not intersect each other. Then I created two transversals that intersected the six parallel lines. I created mine so that they did not intersect each other on my graph, but a student could create that type of transversals. I then ha to place stop signs at the intersections of a few lines. I know that intersections are where two lines cross each other creating a t-shape in the image. I next had to place my building in the city. I first read all of the placements of the city to see if any of the building corresponds to more than just one building. I noticed that each building only corresponds to another building within the city. I started with the buildings that had congruent angles (your house, the school, the fire department, the police station, the gas station and the grocery store). Once I placed these buildings, I had four more buildings to place. I first did they non-congruent angles ( the restaurant and the courthouse) because I knew that it was the opposite of congruent angles. Lastly, I placed the final two buildings (The post office and the bank) because these building did not relate to corresponding or non-corresponding, but had to deal with interior angles.

This is one way of thinking to create this city. Each students will take different steps in creating their own city. A great follow up question would be asking the students explain why they place their building in the spot and relate it back to corresponding angles.

Below are some student's cities in the making!

FINAL City (Millbrooks Town) by a student:

When the project is completed the students will have a better understand of interior, exterior, and corresponding angles and it also allows the students get artistic and have a little bite of fun with math.

Where did this project come from? Give credit and source if you can.

ReplyDeleteSince a lot of the post is retelling the activity, how could you get your own thinking in here? One way would be to share the thought process you went through to make yours (good idea) - that will give teachers an idea of what math students will be doing. The other thing you could do is analyze the student work. Did they locate things correctly?