Difference between revisions of "Elements of a triangle"
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|}12.For each of the triangles observe (inspect visually) which is the longest side and which is the shortest side | |}12.For each of the triangles observe (inspect visually) which is the longest side and which is the shortest side | ||
| + | {| class="wikitable" | ||
| + | !Triangle name | ||
| + | !Largest angle | ||
| + | !Largest side | ||
| + | !Smallest angle | ||
| + | !Smallest side | ||
| + | |- | ||
| + | | | ||
| + | | | ||
| + | |'''Evaluation at the end of the activity''' | ||
| + | Have the students been able to identify the elements in a triangle? | ||
| + | Have they been able to extrapolate any connection between the angle and side in a triangle? | ||
| + | | | ||
| + | | | ||
| + | |- | ||
| + | | | ||
| + | | | ||
| + | | | ||
| + | | | ||
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| + | |- | ||
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| + | |} | ||
| + | 13. Allow the students to explore if there is any connection between the two? | ||
| + | |||
| + | 14. After the students see the Geogebra file, they can attempt an alternative worksheet like below | ||
Revision as of 04:01, 12 April 2019
Name of the activity
Brief blurb describing what the activity. If this has been borrowed from some external web site (for example, a non OER or OER site which had this idea and based on which the activity was developed)
Objectives
To understand the elements of a triangle
Estimated Time
Prerequisites/Instructions, prior preparations, if any
Prior knowledge of point, lines, angles, parallel lines
Materials/ Resources needed
- Digital : Computer, geogebra application, projector.
- Non digital : Worksheet and pencil,6-8 strings (preferably in different colours)
- Geogebra files : “Elements of a triangle.ggb”
Process (How to do the activity)
- Students work individually but in their groups.
- Take the strings and place them in such a way as to make a closed figure.
- What is the smallest number of strings with which you can form a closed figure?
- What is this figure called?
- Can you just draw the lines along the strings and see what you get?
- When you drew, what did you draw? (Was it a line or was it an angle or was it a line segment?). It is a lime segment – how many line segments are there?
- When two line segments joined, what is it called? (A vertex). How many vertices are there?
- Is there any angle formed when you made this figure? How many angles were formed?
- Show a simple Geogebra file with triangles – Use this file to demonstrate that every triangle has the elements - vertices, sides and angles
- How many triangles were formed? Were there any strings left over?
- For each of the triangles trace the shape on the book and write down the elements of the triangle in the following format
| Vertices | Sides | Angles |
|---|---|---|
12.For each of the triangles observe (inspect visually) which is the longest side and which is the shortest side
| Triangle name | Largest angle | Largest side | Smallest angle | Smallest side |
|---|---|---|---|---|
| Evaluation at the end of the activity
Have the students been able to identify the elements in a triangle? Have they been able to extrapolate any connection between the angle and side in a triangle? |
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13. Allow the students to explore if there is any connection between the two?
14. After the students see the Geogebra file, they can attempt an alternative worksheet like below