[b]In the left hand panel you can build any shape triangle, quadrilateral or pentagon[br][br]The right hand panel shows the distribution of side lengths and angles in your polygon.[br][br]Looking at the right hand panel - how can you identify each of the following kinds of triangle[br][br] [ scalene - isosceles - equilateral - acute - obtuse - right ][br][br]Looking at the right hand panel - how can you identify each of the following kinds of quadrilateral[br][br] [ square - parallelogram - rhombus - kite - trapezoid - right angle trapezoid - quad that can be inscribed in a circle - quad in which a circle can be inscribed][br][br]How can you detect non-convex quads?[br][br]Looking at the right hand panel - how can you identify[br] [br] [ regular pentagons - cyclic pentagons - degenerate pentagons that look like quads - degenerate pentagons that look like triangles ][br][br]How can you detect non-convex pentagons?[br][br]If this applet permitted the construction of a hexagon, what would the right hand panel look like?[br][br][i][color=#ff0000]What other problems could/would you set for your students based on this applet?[/color][/i][/b]

[i][b][color=#1551b5]GOING FURTHER -[br][br]Why does it make sense to compare segment lengths to the perimeter if the polygon?[br][br][br]Why does it make sense to compare the angles to [n - 2] pi where n is the number of sides?[br][br][br]What would be an appropriate measure of the area of the polygon?[br][br][br]What is the area of an n-sided regular polygon as a function of its perimeter and the number of sides?[br][br][br]Can you think of how you might generalize this way of represnting polygons in the plane to representing polyhedra in three dimensions?[/color][/b][/i]