Introduction to a square and its properties

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Teaching Outlines

Concept #1. Introduction to a square and its properties

Learning objectives

1. A square is a 4-sided regular polygon with all sides equal and all internal angles 90°
2. A square is the only regular quadrilateral.
3. It can also be considered as a special rectangle in which two of its adjacent sides are equal.
4. It encompasses the following properties:

• All four sides are congruent
• Opposite sides are parallel
• The diagonals bisect each other at right angles
• The diagonals are congruent.

Activity No # Pull me to see if I still remain a square

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• Estimated Time:15 minutes.
• Materials/ Resources needed: Geogebra file, laptop, projector and a pointer.
• Prerequisites/Instructions, if any:

1. The students should have prior knowledge of lines, vertices, angles and plane figures.

• Multimedia resources: Laptop.
• Website interactives/ links/ / Geogebra Applets :This geogebra is from the website : http://www.geogebratube.org/material/show/id/2474

• Process:

1. The teacher can project the geogebra file, move the red dot and ask the students if it still is a square.
2. Let them reason out for the answers.

• Developmental Questions:

1. What figures do you see ?
2. On moving the red dot, what figure is it now ?
3. Is it still a square ?

• Evaluation:

1. What are the properties of a square ?

• Question corner:

1. Is rectangle a square ?
2. Is parallelogram a square ?
3. Are all squares parallelograms ?
4. Can a square be considered as a type of kite ?
5. Differentiate a square and a rhombus.

Concept #2. Measurements in a square.

Learning objectives

1. The students learn that the four sides of a square are equal.
2. They understand that the adjacent sides are at right angles with each other.
3. The area of a square is side x side sq units.
4. The perimeter of a square is the length of distance around its boumdary which is 4 times its side.

Activity No # Understanding the area of a square

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• Estimated Time:

20 minutes.

• Materials/ Resources needed:

1. Laptop, geogebra file, projector and a pointer.

• Prerequisites/Instructions, if any

1. The students should have prior knowledge of lines and measurements.

• Multimedia resources: Laptop
• Website interactives/ links/ / Geogebra Applets :

• Process:

1. The teacher can project the geogebra file and explain about the formula for area and perimeter of a square.

• Developmental Questions:

1. Identify the shape ?
2. What is the measure of each small square ?
3. What is the area of each small square ?
4. What is the area of the bigger square ?
5. What is the perimeter of the small square ? and larger square ?

• Evaluation:

1. What do you understand by the terms area and perimeter ?

• Question Corner:

1. How do you find the area and perimeter of an irregular shape ?

Activity No #

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• Estimated Time
• Materials/ Resources needed
• Prerequisites/Instructions, if any
• Multimedia resources
• Website interactives/ links/ / Geogebra Applets
• Process/ Developmental Questions
• Evaluation
• Question Corner

Concept # 3. Construction of a square.

Learning objectives

1. Construction of a perfect square.
2. Use of equal radius analogy to get equal sides of a square.
3. use of perpendicular lines to draw sides of a square.

Activity No # 1. Constructing a square by drawing circle.

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• Estimated Time :40 minutes
• Materials/ Resources needed : White paper, compass, pencil and scale.
• Prerequisites/Instructions, if any:

1. The students should know a square and its properties.
2. They should know a circle and that all its radii are equal in length.
3. They should have the skill of drawing a circle.
4. They should know to draw perpendicular lines.

• Multimedia resources
• Website interactives/ links/ / Geogebra Applets:

This activity has been taken from the website :http://jwilson.coe.uga.edu/EMT668/EMAT6680.2000/Mylod/Math7200/Project/Square.html

• Process:

1. To construct a square of a given length, draw a line segment AB of given length.
2. Draw perpendicular to the line AB at A.
3. Taking AB as radius draw a circle with A as centre.
4. The circle intersects the perpendicular at a point. Name the intersecting point as C.
5. Similarly draw perpendiculars to AC at C. You get third side of the square.
6. To get the fourth side of the square construct a perpendicular to AB at B.
7. Name the two intersecting perpendiculars as D.
8. ABCD would be the required square.

• Developmental Questions:

1. What is the measure for side of the square ?
2. What is a perpendicular line ?
3. Why are we constructing perpendicular line for constructing a square ?
4. Why is the intersecting point of circle with square considered as a vertex of square ?
5. How do we determine the fourth vertex of the square ?

• Evaluation:

1. What are perpendicular lines ?
2. Why is a circle being drawn ? Which purpose would it solve ?

• Question Corner

1. Can a square be constructed without using a compass ?

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