Francis+W.I.P.+pg.8

HANDOUTS
**MAIN ACTIVITIES FOR THE WORKSHOP**


 * Module 1** INTRODUCTION TO CABRI JR.


 * Module 2** "BETWEEN"
 * Lesson 1 - betweenness on a segment
 * Lesson 2 - betweenness in an angle
 * Module 3** VERTICAL AND SUPPLEMENTARY ANGLES
 * Lesson 3 - examines vertical angles formed by intersecting lines
 * Lesson 4 - supplementary angles on a line
 * Module 4** TRANSVERSALS AND ANGLES
 * Lesson 5 - exploring corresponding angles formes when two lines are cut by a transversal
 * Lesson 6 - parallel lines cut by a transversal and corresponding angle measures
 * Module 5** BISECTORS
 * Lesson 7 - Perpendicular Bisector Theorem - a point on the perpendicular bisector is equidistant from the endpoints and other points in the plane are not.
 * Lesson 8 - Angle Bisector Theorem - a point on the angle bisector is equidistant from the sides and other points are not.
 * Module 6** TRANSLATIONS
 * Lesson 9 - translating a triangle
 * Lesson 10 - multiple translations and animation
 * Module 7** REFLECTIONS
 * Lesson 11 - reflecting a triangle
 * Lesson 12 - reflections in the coordinate plane
 * Module 8** ROTATIONS
 * Lesson 13 - rotating a triangle
 * Lesson 14 - invariants in a rotation
 * Module 9** DILATIONS
 * Lesson 15 - dilating a triangle
 * Lesson 16 - dilations in the coordinate plane
 * Lesson 17 - problem solving with dilations
 * Module 10** COMBINING TRANSFORMATIONS
 * Lesson 18 - reflections and translations
 * Lesson 19 - rotations and reflections

AUTHENTIC ASSESSMENT 1 (Group)
In the diagram shown, there is one door and two sets of window panes. Working in groups of twos, determine which set of window panes or door can best represent a pair of parallel lines with a transversal. Using Cabri Jr, draw the set that has the best representation. Identify at least two sets of corresponding angles.



AUTHENTIC ASSESSMENT 2 (Self-Assessment)

 * Participant Name **

After completing authentic assessment 1, please respond to the following questions:

1) What did you learn from this hands-on exercise?

2) What was the most difficult part of this hands-on exercise for you?

3) Why was it difficult?

4) If your students found this or any other part of the exercise difficult, what would you do to help them overcome this difficulty?

5) When you are demonstrating this exercise with your students, is there anything you would do differently?

6) If yes, what would it be?

7) Do you think Cabri Jr is a useful software to teach geometry?