## Chapter 16

### Part 1: For the activity in the Teacher's Edition, page 440

Provide students with a copy of the Activity Page (PDF file).

Consider doing this activity after Lesson 4 on transformations. Then the students can use some of the language they learned in that lesson to describe the differences in the hand positions. They should find it useful to use both slides and turns. If you do this activity before doing Lesson 4, refer to the activity when you get to Lesson 4.

### Part 2: Be an Investigator

A good time to do this investigation is after Lesson 3 on lines of symmetry.

#### Introducing the Investigation

Introduce the investigation by reading aloud the assignment at the top of the first page of the Description of Investigation and Student Report (PDF file), by having one of your students read aloud the assignment, or by having the students read the assignment individually.

Make sure the students understand that Sandra Gomez is an architect, a person who designs buildings.

Put the students in groups of two to four to work on the investigation.

#### Doing the Investigation

To help the students get started, talk about what a symmetrical house might look like, as well as what some of the objects and the furniture inside might look like. Have students draw some pictures on the chalkboard so that everyone can discuss their symmetry or lack of symmetry.

When the students have finished this investigation, have them share their work with each other. You might want to create a display within your classroom and/or invite a local architect in to look at the students' work. If you do invite an architect to come to your classroom, have the architect talk about the importance of symmetry and geometry in his or her work.

Answers will vary.

#### Student Report

The letter back to Sandra Gomez gives students an opportunity to show what they have done.

#### Extending the Investigation

Have the students design other objects and show the lines of symmetry.