Simple manipulatives can be used to
emphasize any of the locus theorems. Supplies: any small manipulative that can be used to "mark" a location (a bingo chip, a small chip of colored paper, the unit tile from algebra tiles, bottle caps, or M&Ms). If using M&Ms, supply each student with a clean paper towel or napkin for holding the candies. Desk tops are seldom clean. Directions: provide each student with clean sheets of paper and a handful of the manipulatives. Ask the students to draw the "given" information on the paper, such as a given point, a given line, a given set of parallel lines, a given angle, etc. For example, for locus theorem 2, ask the students to draw a straight line. Then ask the students to position the manipulatives in relation to the given line to represent the locus. For theorem 2, the students will position the manipulatives to represent the two lines parallel to the given line. For example, for locus theorem 4, ask the students to draw two parallel lines using a ruler. Then ask the students to position the manipulatives in relation to the given parallel lines to represent the locus. For theorem 4, the students will position the manipulatives to represent the line parallel to the two given lines and halfway between them. The hands-on nature of this activity will hopefully engage your students in an investigation of the locus theorems, which often elude many students.
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