Describe a hands-on activity you could use in your classroom to help students understand the difference between a line, a line segment, and a ray.

A rectangle has a perimeter of 23 cm. Three sides measure 4 cm, 5 cm, and 8 cm. What is the length of the fourth side?

Describe a hands-on activity you could use in your classroom to help students understand the difference between a parallel, perpendicular, and intersecting lines.

Who should “state the formulas” – the teacher or the students? Why is this pedagogical choice important? Justify your thinking based on the readings/videos from this week and other weeks in at least a paragraph each (5-7 sentences).

A polygon is a closed geometric figure formed by joining [sides] at points called [vertices].

What is a common misconception students have about rays, and how would you address it in your teaching?

A class needs 27 pieces of ribbon. Each piece 2 feet, 3 inches long. How many yards of ribbon does the class need? Write your answer as a fraction. The unit is yards. 

Which symbol represents perpendicular lines?

A point has length, width, and depth but no specific location.

Look back at your work on 3rd Grade Geometry & Measurement Tasks Part 2 questions 9-12 about Tina and her rabbit pen.   How could the formulas for perimeter and area be built/investigated/discovered from this task? Write at least a paragraph. Reference the readings/videos from this week or other weeks to defend your answer.    This problem is about building procedural knowledge. What does the problem do to help a child derive the area and perimeter formulas? (HINT: This answer is different than #12 on 3rd Grade Geometry & Measurement Tasks Part 2)