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Why might teaching geometric concepts using dynamic definitions (with transformations) be pedagogically valuable compared to only teaching static definitions?  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?

Identify the transformation on each grid.  [image1]   [image2]   [image3]   [image4]

In composite transformations, does the order of transformations matter? If so, why? If not, why not? Write at least a paragraph. Reference the readings/videos from this week or other weeks to defend your answer. 

Match each transformation with its effect on orientation:

A serving of a certain cereal is 2/3 of a cup. If you eat 4 servings, how many cups did you eat? [cups1] Write your answer as a fraction. The unit is cups.    A serving of a certain cereal is 2/3 of a cup. If you eat half of a serving, how many cups did you eat? [cups2] Write your answer as a fraction. The unit is cup.    A serving of a certain cereal is 2/3 of a cup. If you eat 2 cups, how many servings did you eat? [servings] Write your answer as a whole number. The unit is servings.    Use the past few tasks, the rule to convert serving into cups is to [operation] the number of servings by [fraction]. HINT: the first blank is an operation and the second blank is a fraction. Spell out the operation. Do not spell out the fraction.

Why is it recommended keeping a chart on the board showing students’ addition work when exploring perimeter formulas?  Justify your teaching moves based on the readings/videos from this week and other weeks in at least a paragraph each (5-7 sentences).

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

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