How is measuring angles similar to measuring other quantities like length, area, etc.? Write at least a paragraph. Reference the readings/videos from this week or other weeks to defend your answer. 

Explain how you would creatively help students learn the dynamic definitions of length, area, and volume. Write at least a paragraph. Reference the readings/videos from this week or other weeks to defend your answer. 

What is the relationship between perpendicular lines and rotations according to the dynamic definition?

A prism has [number] identical parallel polygonal bases, and the sides connecting these bases are [parallelograms].

When a dilation has a scale factor of 2, the area of the image is how many times larger than the area of the preimage?

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].