883
edits
Changes
Jump to navigation
Jump to search
Line 36:
Line 36: + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
→Process (How to do the activity)
|||||
|||||
|}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?
|
|
|-
|
|
|
|
|
|-
|
|
|
|
|
|}
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