Both parts help students reach the goals described in the Geometry Standard . Through informal class or small group discussions, teachers help students learn geometric vocabulary as well as learning about properties of different polygons. Some properties of figures will be easier to identify than others as students plan how to create a figure on a geoboard. For example, polygons are made with straight lines, as modeled by a band connecting two nodes and polygons are closed figures. Students can learn the names of specific figures they create as they talk about the hexagons that have six sides and the quadrilaterals that have four sides.
Students can make their favorite polygon on a geoboard and describe it to the class.
Teachers might ask if any figures are congruent and how students might justify their claims. Students can sort the polygons and describe why they are grouped in certain ways. Working with interactive computer geoboards make exploring polygons easier for students who have difficulty managing the rubber bands. Because students have a broad work space, they can make a large variety of polygons. There is room to create multiple convex and concave figures and view all of them at once.