Course Guide - USAID Teacher Education Project

Again, listen to the way students attempt to describe the differences between the twocolumns. Do they note not only the side lengths but also the angles? If they say, forexample, that the triangle on the left is equilateral, ask what they mean by that word.Is a square "equilateral," too? What about the word "equiangular"? What might thatmean? And how does it apply to the two pentagons? By the end of this discussion,students should have come up with a working definition of regular and irregularpolygons. Finally, refer back to the rectangle in the coloured picture above. Ask whya rectangle is not a regular polygon. Does their working definition help clarify this?d) Distribute the page of polygons from http://tinyurl.com/25-Polygons and the worksheetAttributes of Polygons.Divide the students into five groups; give each group one of the following sets ofpolygon characteristics in order to classify the 25 shapes on the handout. Note thatseveral polygons may fit the same category or that a particular polygon may fit intoseveral categories. Notice the term "congruent," which you may need to define for