Performance Stations in Math
Geometry/Measurement
Grade 7
by
Liliane Gauthier
Teacher / Educational Consultant
Saskatoon Board of Education

 
1. Geometry/Measurement
Angles, Lines & Line Segments: Grade 7
G/M-1 a,b,c, G/M-6, G/M-7, G/M-13

   Materials:
  ruler
  protractor
  sharp pencil
  sheet of paper
 
1.Use the tools to draw a trapezoid that has one right angle.
 a.Label the trapezoid PQRS
 b.Label the lines that are parallel using ">"
 c.Identify the right angles using
 d.Draw the diagonals.
2.Write a paragraph about your drawing using the following ideas:
 a.Identify the parallel lines and explain why they are parallel.
 b.Identify the perpendicular lines and explain why they are perpendicular.
 c.Identify the diagonals and define the word diagonal.
 d.In this case the diagonals cut the figure into two shapes.
What are the shapes?

Do diagonals from any one vertex always cut polygons into these two shapes?
Use diagrams to explain your answer.

What determines the maximum number of diagonals from any one vertex in a polygon?
3.Use the tools to draw two different polygons, each with at least one acute angle, one right angle and one obtuse angle.
 a.On your diagrams, label the degrees of each angle.
 b.Write a few sentences to explain each of the following terms:
acute angle   obtuse angle   right angle
4.Draw an angle of 180 degrees.
 a.Describe your angle.
 b.Are all straight lines angles? Explain.
 c.Are all angles straight lines? Explain.
 

 
4. Geometry/Measurement
Polygons: Grade 7
G/M-1a

   Materials:
  activity sheet
  tangrams
 
1.a)Use the tangram pieces to form parallelograms and trapezoids. Look at the chart and record (draw) how you can use that number of pieces to create those two shapes.
Are they all possible with the number of shapes that is suggested?
 b)Write a paragraph to compare parallelograms and trapezoids.
How are they alike? How do they differ?
 parallelogramtrapezoid
1 piece  
2 pieces  
3 pieces  
4 pieces  
5 pieces  
6 pieces  
7 pieces  
 

 
5. Geometry/Measurement
Polygons: Grade 7
G/M - 13c

   Materials:
  toothpicks
  paper
 
1.a)Use the toothpicks to construct two different triangles of each of the following:
  equilateral triangle
  isosceles triangle
  scalene triangle
 b)Carefully sketch your constructions to record your work. Write about the characteristics of each kind of triangle.
 c)Explain why you can't make a triangle using 4 toothpicks.
 

 
11. Geometry/Measurement
Polygons: Grade 7
G/M-6, G/M-35

   Materials:
  paper
  shapes
  protractors
  cardboard polygons
 
1.a)Look at the polygons provided with this station. Use your protractor to measure the angles in each polygon and record these on a sheet of paper.

triangle = _____ degrees   square = ____ degrees
rectangle = ____ degrees   pentagon = ____ degrees
hexagon = _____ degrees   octagon = ____ degrees
decagon = _____ degrees

2.a.Trace and tessellate each shape around a point.
 b.Identify the shapes that tessellate and those that don't.
 c.Explain why some shapes tessellate around a point and some do not.
3.Write using the scientific method an experiment to solve the following problem.
  Problem: Do all irregular shapes tessellate?
  Materials:
  Hypothesis:
  Observation:
  Conclusion:
 

 
15. Geometry/Measurement
Space: Grade 7
G/M-37, G/M-38

   Materials:
  3-dimensional objects
  activity sheet
  calculator
 
1.a)Look at the 3-dimensional objects and list them in the chart on the activity sheet. Count the number of faces, vertices and edges.
 b)A great mathematician named Euler stated that for any polyhedron, the number of faces + the number of vertices - the number of edges is always equal to 2.
(V - E + F = 2)
 c)Use the last column on the following table to check to see if this is true for the polyhedrons you have listed in the chart.
2.Define polyhedron and write what you have discovered about the relationship between their vertices, their edges, and their faces.
Name of
3-D object		Number
of vertices		Number
of edges		Number
of faces		V - E + f = 2
     
     
     
     
     
     
     
 

 
17. Geometry/Measurement
Length: Grade 7
G/M-48a,b, G/M-56a,b G/M-64b

   Materials:
  blue cardboard
  paper
  looseleaf
  scissors
  ruler
  glue
 
1.Create a lake and island board by using the following directions:
 a)Use the blue cardboard to make the lake a square of 30 cm per side.
 b)Cut and glue
  i)a rectangular island (A) with a perimeter of 30 cm.
  ii)a triangular island (B) with an area of 36 cm2.
  iii)an irregular shape (C) with an area of 34 cm2.
  iv)a circular shape (D) with a circumference of about 40 cm.
2.Label each island using letters.
3.On a piece of looseleaf describe how you decided on the dimensions of each island.


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