Performance Stations in Math
Geometry/Measurement
Grade 8
by
Liliane Gauthier
Teacher / Educational Consultant
Saskatoon Board of Education

 
1. Geometry/Measurement
Angles, Lines & Line Segments: Grade 8
G/M-1d, G/M-1e G/M-9

   Materials:
  ruler
  protractor
  cardboard strips (two colors)
  geometry set
 
1.You need three cardboard strips. Place them so that they overlap at one end. Attach with the fastener.
2.Use your construction of cardboard strips and your geometry set to draw adjacent angles in which:
  a)both angles are equal
  b)both angles are obtuse
  c)both angles are acute
  d)one angle is acute and the other is obtuse
  e)the angles are complementary
  f)the angles are supplementary
3.Is it possible to draw the following angles? If yes, draw them.
If no, explain why it is not possible.
  a)Two adjacent obtuse angles that are complementary.
  b)Two adjacent angles, one acute and one obtuse that are supplementary.
  c)Two reflex angles that are adjacent.
  d)Two adjacent acute angles that are supplementary.
  e)Two adjacent congruent angles that are supplementary.
  f)Two adjacent congruent angles that are complementary.
  g)Three adjacent angles, one reflex angle, one acute angle and one obtuse angle.
 

 
6. Geometry/Measurement
Polygons: Grade 8
G/M-20, G/M-22
G/M-22, G/M-44
G/M- 65

   Materials:
  pentominoes
  grid paper
 
1.a)Choose one of the pentomino shapes.
 b)Using four pieces make a similar shape whose dimensions are twice as big as the original piece.
 c)Draw to record.
 d)When the shape is doubled, what happens to the area?
 e)When the shape is doubled, what happens to the perimeter?
2.a)Pick another pentomino piece.
 b)Using nine pieces make a similar shape whose dimensions are twice as big as the original piece. DO NOT USE THE PIECE YOU CHOSE IN YOUR CONSTRUCTION
 c)Draw to record.
 d)When the shape is tripled, what happens to the area?
 e)When the shape is tripled, what happens to the perimeter?
3.a)Predict what happens when a shape is quadrupled?
 b)To check your prediction, use the grid paper to draw a shape and to make a similar shape that is four times larger. Calculate the area and the perimeter.
 

 
19. Geometry/Measurement
Length: Grade 8
G/M-54, G/M 55
G/M-56, A-30

   Materials:
  plain paper and grid paper
  compass
  ruler
  measuring tape
  string
  scissors
  glue
  calculator
 
1.a)Cut out a circle that has a diameter of 10 cm.
 b)Explain how you can estimate its circumference.
 c)Measure to check your estimate.
2. Elena is making a tablecloth for a round table with a diameter of 90 cm. She wants an overhang of 10 cm. List and explain three ways she could use to calculate the length of fringe she must buy to decorate the edge of the tablecloth.
3. Compare your answers in these two problems. Is there a relationship between the two?
4. Complete the table :
DiameterCircumference
10 
20 
30 
40 
50 
100 

 
5. Graph the points from your table of values.
6. Explain how you could use your graph to find the amount of tape needed to make a circle, with a diameter of 150 cm, on the floor.
 

 
24. Geometry/Measurement
Area: Grade 8
G/M-64c

   Materials:
  grid paper
  scissors
 
1. Make a trapezoid on the grid paper as shown below:
2. Count the squares to estimate the area of your trapezoid.
3. Use the rules for calculating the area of triangles and rectangles to find a more accurate area of your trapezoid.
4. Draw a diagonal on your trapezoid.
5. What two polygons are formed by the diagonal?
6. Shaun says that to calculate the area of a trapezoid you could calculate the area of the two triangles and add them together. Elaborate Shaun's idea to develop a rule for calculating the area of trapezoids.
7.a)Draw three trapezoids using the grid paper:
  i.   an isosceles trapezoid
  ii.  a trapezoid with a right angle
  iii.  an irregular trapezoid
 b)Use your rule to calculate the area of each.
 

 
32. Geometry/Measurement
Volume: Grade 8
G/M-73, G/M-74

   Materials:
  centicubes
  cylinder
  triangular prism
  calculator
 
1. Hal says that to find the volume of a rectangular prism you need to multiply the length times the width times the height.
 George disagrees. He says that all you have to do is multiply the area of the base times the height.
2. Who is right? Explain your response.
3. Use George's definition to develop a rule for finding the volume of a triangular prism.
4. Make a rule to find the volume of a cylinder.
5. Calculate the volume of the triangular prism and the cylinder at this station.


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