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Teaching Sequence Activity 6 Unit 2 Activity 5




NATIONAL AUTONOMOUS UNIVERSITY OF MEXICO
COLLEGE OF SCIENCES AND HUMANITIES
PLATEL Azcapotzalco MATHEMATICS 2 UNIT 2
didactic sequence


ACTIVITY 6 "CIRCLE"
Description of Activity:
The student will understand that is a circle. Mentioned and chart their lines and significant segments using GeoGebra. Carry out examples to help understand this concept and relates to everyday life.
Development Activity:
1. Mentioned the concepts of circumference and circle. Are they different? Explain.
2. In the next figure mentioned the name of each segment or line and write its definition.

















3. Describe examples of everyday life that represent a circle and straight segments and notable figure involved in (at least 5 examples and preferably not tapas). You can take photos for your example and append them to work.
4. Draw a circle in GeoGebra using the circle tool given its center and radius of which is 17.5 cm diameter. Draw two chords that do not pass through the center. Trace the bisectors and checks that pass through the center of the circle. Do not delete your auxiliary lines marks only give them a different color.
5. Describe the method to draw a tangent line passing through a point that belongs to the circle and then take it out on the lines marking GeoGebra be addressed.
6. Now with the procedure seen in the face session in GeoGebra draw a circle with the circle tool given its center and radius, now select a point that is outside of the circle and then draw the tangent line. Describe your procedure by checking each line of a different color for the procedure performed.

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Mate 2 Unit 2 Teaching Sequence Mate 2














NATIONAL AUTONOMOUS UNIVERSITY OF MEXICO
COLLEGE OF SCIENCES AND HUMANITIES
PLATEL Azcapotzalco
SEQUENCE LEARNING MATHEMATICS 2 UNIT 2



ACTIVITY 5 Polygon
Description of Activity: Students determine
the differences between regular and irregular polygons, regular polygons played in a circle seen in the face session following the same steps mentioned using GeoGebra which are the characteristics of each site and checking it regularly and why.
Development Activity:
1. Define and find the differences between regular and irregular polygons, in GeoGebra outline some examples of such sites.
2. GeoGebra now develop the following sites that we set at the meeting in person:
 An equilateral triangle within a circle taking into account the auxiliary trace its outline. (Figure 1)
 A square within a circle without deleting the auxiliary trace its outline. (Figure 2)
 A pentagon within a circle marking on the figure which is the segment that marks the side "L5" do not delete the other auxiliary lines, give format. (Figure 3)
 A hexagon within a circle, without deleting the auxiliary lines, to which, they can be formatted. (Figure 4)
 A heptagon within a circle, which brand is the segment that represents the far side of the heptagon, without deleting the auxiliary lines, to which, they can be formatted. (Figure 5)
 An octagon within a circle, draw the bisectors and find the polygon, do not delete the lines that deal, give them form. (Figure 6)
 A enneagon within a circle marking on the figure which is the segment that represents the side of the polygon "L9" do not delete the other auxiliary lines, give format. (Figure 7)
 A decagon in a circle, marking the figure which is the segment that gives us far side "L10", which helps us trace the decagon, do not delete the other auxiliary lines, give format. (Figure 8)
 A dodecagon within a circle, do not delete the auxiliary lines. (Figure 9)
tools most used for construction are:


Segment between two points or center
Midpoint Circle

given its center and one of its Perpendicular



circumference given its center and one of

intersection points between two objects Poligono


regular

angle

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a didactic activity 4

ACTIVITY 4 "TRIANGLES CLASSIFICATION AND STRAIGHT AND NOTEWORTHY POINTS INTRODUCTION TO THE MATCHING"
Activity description
The student built in GeoGebra triangles and classify different regarding their sides and angles, explaining why the ranks that way.
Given that the student has knowledge of it is: a bisector and midpoint of a segment and bisector of an angle, we draw these lines in a triangle and include the concepts seen in the session high and medium face. Decided to locate the intersections of the bisectors, angle bisectors, medium and high, and explain the name and meaning of each point of intersection. After locating these points draw the inscribed circle and circumscribed, finding also the Euler line.
with the postulates of congruence of triangles identify students that triangles are congruent.
Development Activity:
The student will develop the following reagents:
1. In GeoGebra polygon tool built with different triangles to show graphically how and why fall. Showing as measured as measured internal angles and sides and mentioning why is within that classification.
2. GeoGebra lines on a triangle is not equilateral (polygon tool):
• Trace their bisectors and marks the point of intersection. What is the name of that intersection and write its definition? (Figure 1)
• Trace their medium and marks the point of intersection. What is the name of that intersection and write its definition? (Figure 2)
• Trace their bisectors and marks the point of intersection. What is the name of that intersection and write its definition? (Figure 3)
• Trace their heights and marks the point of intersection. What is your name from that point of intersection and write its definition? (Figure 4)
• Draw the circumcircle. (Figure 5)
• Draw the inscribed circle. (Figure 6)
• Trace the Euler line. (Figure 7)
• Now displays all the items labeled in the same figure. (Figure 8)
Questionnaire.
a) What do you call the intersection of the medians?
b) Is it true that the distance from the vertex to the point of intersection of the medians is twice the distance from the point of intersection of the medians to the median?
c) How is called the circle through the three vertices the triangle?
d) When the acute-angled triangle is where is the circumcenter of the triangle inside or outside the triangle?
e) When the triangle is obtuse where is the circumcenter inside or outside the triangle?
f) If it is right triangle where the circumcenter is inside or outside the triangle?
g) What do you call the intersection of the bisectors?
h) within the triangle is always the Incenter?
i) How do I get the Orthocenter of a triangle?
j) What classification of triangles the Orthocenter is within the triangle and in which outside triangle?
Note: If you need to do figures so you can answer the questions.
3. Mentioned congruent triangles and explain why:






4. Determine if the following figures if congruent triangles and explain why:

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Unit 2 Activity 3




NATIONAL AUTONOMOUS UNIVERSITY OF MEXICO
COLLEGE OF SCIENCES AND HUMANITIES
PLATEL Azcapotzalco
Research MATHEMATICS 2 UNIT 2 ACTIVITY 3


"ANGLES CLASSIFICATION AND RELATIONSHIPS"

Description of Activity: The student will define
is an angle and built GeoGebra different angles defined and classified in terms of size, solve the exercises proposed in the activity as a supplement.
also develop examples that show the relationship between angles using GeoGebra and respond to complement the exercises in the activity related to the topic.

development activity.

1. Define what is a trace GeoGebra angle and an angle exposing the three points which we can mention the angle and clear explanation what other ways can we assign names to the angles.
2. GeoGebra trace two congruent angles (do not delete the lines, give them form different colors to see what traces) and expose tagline adding value to prove they are congruent.
3. Classify angles according to their magnitude and develops traits that exemplify GeoGebra classification.
4. Classification exercises angles:
a) mentions about the following figure:








• Taking into account the cardinal mentioned the magnitude of the angles and direction of each (C = Centre N = North, S = South, E = O = East and West).
example, if the angle is 43 ° between south and east is 43 ° east. • Give an angle
concave and convex angle.
• Mention the angles Perigon angle.
• Give an acute angle and an obtuse angle.
• Mention 3 points outside the ECG angle. BCG
• The angle is acute or obtuse
5. GeoGebra trace examples that show relationships between angles and demonstrates that, if possible, the examples are related to daily life.
6. Exercises angle relationships
b) According to the figure below mentioned:





• All angles are in Fig.
• At least 2 angles with vertex H.
• Two opposite rays. • Two adjacent angles

• An obtuse angle as measured.
• Two vertex angles.
• Two complementary angles.
• Two supplementary angles.
c) Find an angle 20 ° greater than three times its complement
d) Find an angle 16 ° less than half of its supplement
e) Find an angle 8 ° greater than four times its conjugate.
f) Find the value of "x" and each of the angles.

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SEQUENCE SEQUENCE LEARNING TEACHING UNIT 2 UNIT 2 ACTIVITY 2





NATIONAL AUTONOMOUS UNIVERSITY OF MEXICO
COLLEGE OF SCIENCES AND HUMANITIES
PLATEL Azcapotzalco
SEQUENCE MATHEMATICS 2 UNIT 2





ACTIVITY 2 "CONSTRUCTION GEOMETRIC 1 "
Description of Activity: The student
GeoGebra built in two segments congruent to the first draw a perpendicular line passing through a given point outside the segment. For another segment congruent to draw a parallel line. Development


activity
Draw a line perpendicular segment AB and expose value (tool segment between two points).
Make a point outside the segment (new point tool).
Draw a circle has a center auxiliary external point and cut the segment AB in two points (circle tool given its center and one of its points or measure).
If the segment is short because the guy. Draw an auxiliary line passing through two points and those points are A and B (tool line through two points). Check with the tool
intersection of two objects the points of intersection of the circle and the auxiliary line.
Now with the circle tool given its center and one of its draw two as the center circle to take each of the intersections and as the other intersection point.
The intersection of these two new circles (with the intersection of two objects tool) will be the point where the perpendicular line that passes through the point outside the circle (with the tool line through two points).













Draws Parallel line segment A'B 'congruent to segment AB (congruent to the segment of the perpendicular line). Having stated the sign above the line know your needs, tool now given segment end point and length can consistently put the new segment.
Now click on the tool again about a point on the segment A'B 'and draw a ray that comes out of this new (tool ray passing through two points).
With the circle tool given its center and one of its draws a circle that has as its center the point again in the segment and the other point of the ray. The point at which intersects the segment we assign a new letter or show the sign. Tracing Now
congruent to an angle that we have. First we took the measure of the radius of the circle traced (Tool distance or length, is located in Box for angles) and measure the radius of the circle made.
Now with the circle tool given its center and radius draw a circle by placing a dot in front of the angle and path, which will be the center of the new circle and inserting the measured anterior radius measurement. Measure the distance from the ends of the angle and layout and is another tool circumference circle given its center and radio, as radio as far end has been taken in the previous step. It seeks the point of intersection of the two circles and draw another ray passing through two points (tool ray passing through two points). Finally
connect the dots that form the angles consistent and do not belong to the segment that is consistent and the parallel line that was sought. Please feel free to check the magnitude of the angles with the angle tool to prove they are congruent.

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TASK MATE 2 UNIT 2 - ANGLES



NATIONAL AUTONOMOUS UNIVERSITY OF MEXICO
COLLEGE OF SCIENCES AND HUMANITIES
PLATEL Azcapotzalco



1. Find the value of the angles shown in the figure below:
If α = 2x-20, β = x-10 and θ = 3x.





2. Find the value of "x" and as measured every angle:








3. From the figure below indicates what is requested:




a) mentions two adjacent angles
b) Mention two complementary angles
c) Give an angle
d) Mention two acute angles
e) How much is x?
f) What is α, β and θ?

4. The measure of angle α is 55 ° more than the measure of its supplement. Find the measure of < α.
5. What is the measure of two complementary angles if their difference is 16 °?
6. If the <α y el <β son complementarios. Determina el valor de x y de los ángulos α y β, sí <α=10x+4° y <β=3x+5°.(los ángulos están dados en grados)
7. If the <α y el <β son suplementarios. Determina el valor de x y de los ángulos α y β, sí <α=6x-9° y <β=2x+3°.(los ángulos están dados en grados)
8. Determines the angle <θ si es ¾ de su suplemento.

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"Activity 1 Unit 2 super bowl 2011 "Unit 1 Teaching Sequence

Activity 1 Unit 2 Teaching Sequence "Fundamentals"

Description of Activity: Students investigate

in print and digital geometry and basic concepts to analyze these concepts found.
• Geometry Analytic Geometry

• • •
Euclidean geometry non-Euclidean geometry

• Line • Plano

• Straight Line • Segment
ray
• • Curve
• Arco • Figure geometric

• Solid Body • Proposition


• Axiom • •
Postulate Theorem Corollary

• • Motto
• Points • Points coplanar collinear

• Intersection point

• Parallel lines • Lines Straight concurrent coplanar

• • •
Rayo Angulo

• Triangle • Quadrilateral • Circle


• Demonstration • Schol
• Surface

• Lines • Lines oblique angles
• convergent and divergent Straight
• Reason or relationship

• Consistency • Similarity
• •
acute angle obtuse angle right angle

• • •
plain Angulo Angulo Angulo concave Perigon

• • •
convex angle adjacent angles
• Supplementary angles conjugate angles

• • Angles vertex consecutive angles

• • •
Scalene Triangle Isosceles Triangle Equilateral Triangle

• • Right Triangle
• obtuse triangle acute triangle

• • • Mediatrix Medium

• Bisector
• Height Baricentro

• • •
Circumcenter Incenter Orthocenter

• • • Polygon Centroid
tangent

• • Radio • Diameter

• • Rope

blotting