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Line 1: − + − 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 − * Line 11:
Line 8: − #Digital : Computer, geogebra application, projector.+ − #Non digital : Worksheet and pencil,6-8 strings (preferably in different colours)+ − #Geogebra files : '''“[https://www.geogebra.org/m/bwsvgqqg#material/hyecxd9u Elements of a triangle.ggb]”'''+ − #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+ Line 35:
Line 32: − + + Line 45:
Line 43: − + − 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? Line 63:
Line 59: − 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+ + + + + + + + + + + + + + + + + + + + + +
→Objectives
===Name of the activity===
=== Objectives ===
* To understand the elements of a triangle
===Estimated Time===
===Estimated Time===
===Materials/ Resources needed===
===Materials/ Resources needed===
*Digital : Computer, geogebra application, projector.
*Non digital : Worksheet and pencil,6-8 strings (preferably in different colours)
*Geogebra files : '''“[https://www.geogebra.org/m/bwsvgqqg#material/hyecxd9u Elements of a triangle.ggb]”'''
===Process (How to do the activity)===
===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
{| class="wikitable"
{| class="wikitable"
|-
|-
|-
|-
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|||||
|}12.For each of the triangles observe (inspect visually) which is the longest side and which is the shortest side
|}
* For each of the triangles observe (inspect visually) which is the longest side and which is the shortest side
{| class="wikitable"
{| class="wikitable"
!Triangle name
!Triangle name
|
|
|
|
|'''Evaluation at the end of the activity'''
|
|
|
|
|
|
|
|}
|}
* Allow the students to explore if there is any connection between the two?
* After the students see the Geogebra file, they can attempt an alternative worksheet like below
{| class="wikitable"
|-
!Side 1!!Angle 1
(opposite angle)
!! Side 2!!Angle 2
(opposite angle)
!! Side 3!!Angle 3
(opposite angle)
!! Largest side and angle
ex-side1,angle1
!! Smallest side and angle
ex-side3,angle3
|-
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|-
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|-
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|}
* '''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?