1.

Geometry/Measurement Grade 7
Angles, Lines & Line Segments
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˚.

a. Describe your angle.
b. Are all straight lines angles? Explain.
c. Are all angles straight lines? Explain.

When you have completed this station,

place your answer sheet in your portfolio.
Label your portfolio entry.
Please tidy up the station.
2. Geometry/Measurement Grade 7
Angles, Lines & Line Segments
G/M-1d,G/M-6

Materials: ruler
protractor
sharp pencil
sheet of paper with 3 by 3 square dot paper
activity sheet “classification of angles”

1. a) Use the 3 by 3 square dot paper to draw as many angles

as you can. Each vertex must be on a dot and the end
of each ray is also on a dot.

b) Cut each angle and paste each one in the correct column
on the activity sheet labelled “classification of angles”. At
the bottom of each column, list the common attributes for that
particular group of angles.

2 . Measure the following angles using your protractor.

3 . Explain how you know that this angle is 135˚ and not 45˚ when
you use your protractor with a dual scale.

When you have completed this station,

place your answer sheet and your activity sheet in your portfolio.
Label your portfolio entry.

Please tidy up the station.

3. Geometry/Measurement Grade 7
Angles, Lines & Line Segments
G/M-1d, G/M-2, G/M-6, G/M-7
Materials: ruler
protractor
sharp pencil
paper

1. a) Draw the following angles on a sheet of paper.

b) Do the lengths of the rays (the arms) affect the size on the
angle?

c) Does the position of an angle affect its measure?

2 . a. Draw the following angle.

b. What is its measure?
b. What do we call these angles?

3 . Tell how you would use a protractor to draw an angle of 200˚

and an angle of 330˚ ?

When you have completed this station,

place your answer sheet and your activity sheet in your portfolio.
Label your portfolio entry.

Please tidy up the station.

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 on the activity sheet
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?

When you have completed this station,

place your activity sheet in your portfolio.
Label your portfolio entry.

Put the tangrams back in their container.

Please tidy up the station.

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.

When you have completed this station,

file your activity sheet in your portfolio.
Label your portfolio entry.

Put the toothpicks back in their container.

Please tidy up the station.
6. Geometry/Measurement Polygons Grade 7
G/M-16, G/M-17
Materials: pattern blocks
paper
protractor

1. Look carefully at the beige rhombus. Can you use 4 other

rhombuses to create a rhombus similar to the single rhombus?

2 . Now construct another rhombus that is similar to the

two you have, using three pieces to a side.

3 . How do the sides compare in each case?

What is the effect on the perimeter in each case?

4. How do the number of pieces compare in each case?

What is the effect on the area in each case?

5 . How do the sizes of the corresponding angles compare in each

case? What is the effect on the angle measure in each case?

6 . Write a few sentences to tell what these three shapes

have in common. How do they differ?

7 . Are they congruent? Explain why or why not.

8 . Repeat steps 1 to 7 above using the triangles.

9 . Repeat steps 1 to 7 above using the squares. .

1 0 . Are all congruent shapes similar? Explain.

Are all similar shapes congruent? Explain.

1 1 . Can you make similar polygons using trapezoids or hexagons?

Record your results.

When you have completed this station,

file your activity sheet in your portfolio.
Label your portfolio entry.

Put the pattern blocks back in their container.

Please tidy up the station.

7. Geometry/Measurement Polygons Grade 7
G/M-16b, G/M-17,G/M-18
G/M-20, G / M - 6 9

Materials: activity sheet

paper
grid paper
pattern blocks

1. a) Look at the polygon on the activity sheet. Draw a similar

polygon that has a scale factor of 1:2.

b) Compare the shapes:

i) lengths of sides
ii) perimeter
iii) area
iv) measures of corresponding angles

2 . a) Now draw the polygon so that it is 3 times larger than the

polygon given at the beginning of the activity.

b) What is the scale factor?

c) Compare this larger polygon to the first polygon

i) lengths of sides
ii) perimeter
iii) area
iv) measures of corresponding angles

3 . Have you discovered a pattern? How would enlarging a polygon

with a scale factor of 1:4 affect the following:

a) lengths of sides
b) perimeter
c) area
d) measures of corresponding angles

(You may use grid paper or pattern blocks if you wish)

When you have completed this station,

your activity sheet in your portfolio.
Label your portfolio entry.

Please tidy up the station.

8. Geometry/Measurement Polygons Gr. 7
G/M-16, G/M-22

Materials: pattern blocks: squares and triangles

1 . Use the blocks to construct squares of different sizes.

a) What is the smallest square that you can construct?

b) What is the next smallest square that you can construct?

c) Compare the lengths of the sides.

d) Is it possible to construct (using the pattern blocks) a square

that is not similar to the single square ?

e) Are the following statements true or false? Give reasons for

your answers.
All squares are similar.
All squares are congruent.

2 . Use the blocks to construct triangles of different sizes.

a) What is the smallest triangle that you can construct?

b) What is the next smallest triangle that you can construct?

c) Compare the lengths of the sides.

d) Is it possible to construct a triangle that is not similar to the

single triangle from the pattern blocks?

e) Are the following statements true or false? Give reasons for

your answers.
All triangles are similar.
All triangles are congruent.

When you have completed this station,

place answer sheet in your portfolio
Label your portfolio entry.

Please tidy up the station.

9. Geometry/Measurement Polygons Gr. 7
G/M-16, G/M-17

Materials: grid paper

geoboard

1 . How could you determine if these two triangles are similar?

2 . How do you know that they are not congruent?

3 . What can you say about the measure of the corresponding angles
in two similar triangles?

4 . Use the grid paper and draw a pair of parallelograms and a pair of
similar trapezoid.

a) Determine the relationship between their sides.

b) Determine the measure of their corresponding angles.

5 . What is true about all similar polygons whatever the number

of sides?

When you have completed this station,

place answer sheet in your portfolio

Label your portfolio entry.

Please tidy up the station.

10. Geometry/Measurement Polygons Grade 7
G/M-16b, G/M-17, G/M-20

Materials: polygon and picture cards

ruler
transparent grid paper
grid paper
Lake and Island Board
Atlas
Saskatchewan Map

1. Look at the similar polygons on each card and using the

ruler or the transparent grid paper, calculate the scale
factor in each case.

2 . Look in the atlas and find three different scales and explain each
one.

3 . Look at the road map of Saskatchewan and find the scale factor.
Use a ruler to measure the distance between the following towns
and cities and calculate “the distance as the crow flies”.

a. Prince Albert and Regina

b. Saskatoon and Swift Current

c. North Battleford and Lloydminister

d. Choose two locations and give the distance that

you measured and the actual distance using the
scale factor.

4 . Look at the Lake and Island Board and determine an appropriate

scale factor so that the Islands could be represented on the small
sheet of grid paper available at this station.

5 . Name five real life situations when scale factors are used.

When you have completed this station,

file your activity sheet and grid paper in your portfolio.
Label your portfolio entry.

Please tidy up the station.

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 = ____ ˚ square = ____ ˚

rectangle = ____ ˚ pentagon = ____ ˚

hexagon = ____ ˚ octagon = ____ ˚

decagon = ____ ˚

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:

When you have completed this station,

place your activity sheet and grid paper in your portfolio.
Label your portfolio entry.
Please tidy up the station.
12. Geometry/Measurement Polygons Grade 7
G/M-28, G/M-33, G/M-35

Materials: transformation cards

activity sheets
pattern blocks
pencil and crayons

1 . a) Look carefully at the transformation cards. Classify the

transformation cards into three piles:

reflection (flip) rotation (turn) translation (slide)

b) List the numbers on the cards for each pile and write why
you chose these cards to represent the transformation.

2. a) Find the three activity sheets. Each sheet has been labelled
with one of the following terms:

reflection (flip) rotation (turn) translation (slide)

b) Use the pattern blocks to create the transformation

labelled at the top of the card.

c) Record by tracing the blocks you used to accomplish

the transformation.

3 . List three examples of translation, reflection or rotation in the real

world.

When you have completed this station,

your activity sheet and grid paper in your portfolio.
Label your portfolio entry.

Please tidy up the station.

13. Geometry/Measurement Polygons Grade 7
G/M-35
Materials: square piece of cardboard or manila tag
scissors
paper
clear tape
crayons

1 . a) Take the 8 cm by 8 cm square of cardboard and draw a

shape on one side. Cut the shape and slide it across
and tape in position without overlapping.
eg.

or

b) Cut another piece from one side and translate it to the other
side.

c) You are left with some weird looking shapes that you can use
to cover a surface like a sheet of paper to create a tessellation.

d) Be creative! Try to recognize a familiar shape, add

details and color several different colors to create effect.

When you have completed this station,

place your activity, cut shape and tessellation in your portfolio.
Label your portfolio entry.

Please tidy up the station.

14. Geometry/Measurement Polygons Grade 7
G/M-29, G/M 31
Materials: Master: Shapes
scissors
Mira

1 . Cut out the shapes found on the master page.

2 . Use the Mira or the folding method to determine the

number of lines of symmetry each shape has.

3 . Make a chart as follows and record your findings.

SHAPE NUMBER OF LINES

Of SYMMETRY

right triangle
right isosceles triangle
equiangular triangle
equilateral triangle
isosceles triangle
scalene triangle
square
rectangle
pentagon
hexagon
octagon
decagon
circle

4. Using the Mira create a symmetrical pattern that is relative

to a straight line. Label your drawing.

5. Use pattern blocks to create a pattern that is symmetrical

to a point. Trace your pattern and color the shapes.

When you have completed this station,

file your chart and your ptterns in your portfolio.
Label your portfolio entry.

Please tidy up the station.

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)

Use the last column on the activity sheet to check to

see if this is true for the polyhedrons you have listed
in the chart.

Define polyhedron and write what you have discovered

about the relationship between their vertices, their
edges, and their faces.

When you have completed this station,

file your chart and your writing in your portfolio.
Label your portfolio entry.

Please tidy up the station.

16. Geometry/Measurement Length Grade 7
G/M-44a,b,c, G/M-50

Materials: ruler
Lake and Island Board
calculator
transparent grid
cubes

1 . a) Use a ruler, the transparent grid or cubes to measure

the dimensions of the islands in the lake.

b) Give the perimeter of each island.

c) Give the area of each island.

d) What scale could we use to have these boards

represent real islands?

2 . Write a letter to a friend to explain what perimeter means

and how to calculate the perimeter of this elevator door
and its semicircular window:

2.5 m

1.5 m

When you have completed this station,

file your chart and your writing in your portfolio.
Label your portfolio entry.

Please tidy up the station.

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.

When you have completed this station,

file your Lake and Island Board in your portfolio.
Label your portfolio entry.

Please tidy up the station.

18. Geometry/Measurement Length Grade 7
G/M-49

Materials: triangular shapes

ruler
calculator
protractor b

1 . Use the ruler to measure each height and its b

corresponding base for each triangle. b
2 . Make a chart as follows on a piece of paper to
record your findings.

base height perimeter area

Triangle 1 1st

2nd

3rd

Triangle 2 1st
2nd
etc.

3 a) Discuss what you have discovered about each triangle.

b) For which kind of triangle are all three heights and all the
three bases the same? Explain.

c) For which kind of triangle are two of the bases the same
and two of heights the same? Explain.

d) For which kind of triangle are none of the bases the same
nor none of heights the same? Explain.

e) Discuss what happens to the area and perimeter in

each case. Why?

4 . Predict what would happen with an obtuse triangle.

Check this out by constructing an obtuse triangle
and measuring the different heights and bases.

When you have completed this station,

file your answer sheet in your portfolio.
Label your portfolio entry.
Please tidy up the station.
19. Geometry/Measurement Area Grade 7
G/M-64a,b

Materials: grid paper

ruler
geoboard
dot paper
pattern blocks
paper
glue

1 . Use the geoboard or pattern blocks to explain the following

formulas. Then use the dot or grid paper to record your work.
You can also draw the polygons and cut them out to explain the
formulas.

Write the meaning of each formula in your own words. Refer to

your work with the geoboard or with the pattern blocks.

a) The area of a square as s2 .

b) The area of a rectangle as l x w.

- Can we use this formula to calculate
the area of a square?
- What do the formulas (s2) and (l x w)?
have in common?
- How do they differ?

c) How can we use the area of a rectangle

to explain the area of a triangle as 1 (bxh) .
2

d) Explain using the manipulatives and the paper

how we can use the area of a triangle to calculate:
- the area of a rhombus
- the area of a parallelogram.

When you have completed this station,

file your answer sheet and your paper cut outs in your portfolio.
Label your portfolio entry.

Please tidy up the station.

20. Geometry/Measurement Area Grade 7
G/M-66

Materials: several boxes of different sizes

ruler
calculator

1 . a) Measure the necessary dimensions and calculate the surface

area of each of the boxes provided.

b) Record your answers on a sheet of paper.

2 . Suppose you have been hired by a textbook company to write the

instructions for finding surface area of a rectangular prism.

Copy or trace the following prism on a piece of paper

and list the steps for finding its surface area.

a
b

3 . How would the directions for a cube differ from the

instructions you wrote for number “2”?

When you have completed this station,

file your answer sheet in your portfolio.
Label your portfolio entry.

Please tidy up the station.

21. Geometry/Measurement Volume Grade 7
G/M-73a, G/M-74a,
PS-1, PS-2, PS-6
Materials: cm cubes
ruler
paper 20 cm x 25 cm
calculator
scissors
tape

1 . Follow the directions below to make a box that will hold the
maximum number of cubes.

a) Write the problem in your own words.

b) List your strategies and make a plan.

c) Carry out your plan.

d) Reflect. Did it work? Do you need to go back to b)?

e) Write the maximum number of the cubes that can

possibly be held by a box formed using a 20 cm x 25 cm
piece of paper and explain your reasoning. Use
drawings to show what you did.

When you have completed this station,

file your writing and your drawings in your portfolio.
Label your portfolio entry.

Please tidy up the station.

22. Geometry/Measurement Volume Grade 7
G/M-73, G/M-74a,
G/M-75, N-30

Materials: cm cubes or 2 cm cubes

paper
ruler

1 . How many different rectangular prisms can

you build using 24 cubes?

a) Build the cubes and draw them on a piece of paper,

b) Write the dimensions of each prism and calculate

the volume?

c) Now calculate the surface area for each one.

d) Write about the relationship between length, width,

height, surface area and volume of rectangular prisms.

e) Why is the volume always the same? Relate this to

factors in your answer.

2 . Find the volume of the prisms provided at this station.

In each case write how you determined the dimensions.

3 . Suppose that you know that a rectangular prism has a

base with an area of 40 cm2 . The prism has a volume
of 240 cm3 . What is its height? Explain how you calculated
the answer.

4 . A cube has a volume of 64 cm3 . What are its dimensions?

Explain your answer.

When you have completed this station,

file your writing and you drawings in your portfolio.
Label your portfolio entry.

Please tidy up the station.