Changes

# Geogebra files :  '''“[https://www.geogebra.org/m/bwsvgqqg#material/jjmbu9ed Measures in a triangle.ggb]”'''

# Geogebra files :  '''“[https://www.geogebra.org/m/bwsvgqqg#material/jjmbu9ed Measures in a triangle.ggb]”'''

* '''How to do'''

* '''How to do'''

# Show the Geogebra file and ask students to record the values of angles and sides that are seen and ask if there is any connection between the side and the angle

# Show the Geogebra file and ask students to record the values of angles and sides that are seen and ask if there is any connection between the side and the angle

# What is the sum of the angles in a triangle?

# What is the sum of the angles in a triangle?

# Students make triangles picking any three strings from the set of strings they have been given.  Is there any time when a triangle is not possible?

# Students make triangles picking any three strings from the set of strings they have been given.  Is there any time when a triangle is not possible?

# Side of triangle

# Side of triangle

# Use the file “1b. Measures in a triangle.ggb”. This file can be used to help students’ conception of triangle in a generalized manner.  This file can be used to illustrate revise the points about vertically opposite angles, adjacent angles etc,.  Help students identify the triangle.  (Use the transaction notes for this file as needed)

# Use the file “1b. Measures in a triangle.ggb”. This file can be used to help students’ conception of triangle in a generalized manner.  This file can be used to illustrate revise the points about vertically opposite angles, adjacent angles etc,.  Help students identify the triangle.  (Use the transaction notes for this file as needed)

# Ask the students to make another 3 triangles from the strings they have been given. Students should make a triangle in which all angles are acute and one in which one angle is obtuse. Use the following Geogebra file for types of triangles by angle.Have the students explore the types of angles in a triangle.

# Ask the students to make another 3 triangles from the strings they have been given. Students should make a triangle in which all angles are acute and one in which one angle is obtuse. Use the following Geogebra file for types of triangles by angle.Have the students explore the types of angles in a triangle.

# Ask the students to make another set of two or three triangles with the strings they have been given.  Is there anything you can say about the sides of the triangle?  Show the Geogebra file called Types of triangle by sides.

# Ask the students to make another set of two or three triangles with the strings they have been given.  Is there anything you can say about the sides of the triangle?  Show the Geogebra file called Types of triangle by sides.

'''Evaluation''':

'''Evaluation''':

# Have the students been able to measure? Do they have an idea of what are the measurements possible?

# Have the students been able to measure? Do they have an idea of what are the measurements possible?

# Have they been able to generalize the sum of angle?

# Have they been able to generalize the sum of angle?

# Have they been able to generalize any result about sides of a triangle?  

# Have they been able to generalize any result about sides of a triangle?  

# Are the students able to recognize a triangle in a general manner?

# Are the students able to recognize a triangle in a general manner?

# Are they able to recognize types of triangles?

# Are they able to recognize types of triangles?

=== '''Activity No # 4  : Interior and Exterior angles in a triangle''' ===

=== '''Activity No # 4  : Interior and Exterior angles in a triangle''' ===

# Digital : Computer, geogebra application, projector.

# Digital : Computer, geogebra application, projector.

# Non digital : Worksheet and pencil.

# Non digital : Worksheet and pencil.

# Geogebra files : '''“[https://www.geogebra.org/m/bwsvgqqg#material/q6fnttmn Angles of a triangle.ggb]”'''

# Geogebra files : '''“[https://www.geogebra.org/m/bwsvgqqg#material/q6fnttmn Angles of a triangle.ggb]”'''

* '''How to do'''

* '''How to do'''

# Ask   students how many lines are there? They should be able to identify   the points of intersection of the lines. How many points of  intersection are formed?

# Ask students how many lines are there? They should be able to identify the points of intersection of the lines. How many points of  intersection are formed?

# How   many angles are formed at an intersecting point? How many angles   in total at the three points of intersection?What is the total  angle measure at each intersecting point?

# How many angles are formed at an intersecting point? How many angles in total at the three points of intersection?What is the total  angle measure at each intersecting point?

# How   many angles are inside the triangle and how many are outside the   triangle?

# How many angles are inside the triangle and how many are outside the triangle

# Can   you find an exterior angle that is equal to the interior angle of   a triangle at each vertex?Why are they equal?

# Can you find an exterior angle that is equal to the interior angle of a triangle at each vertex?Why are they equal?

# Identify   the exterior angles that are equal? Justify why they are equal.

# Identify the exterior angles that are equal? Justify why they are equal.

# Establish   that there are 2 angles which are exterior of the triangle that   are equal and are formed when the sides of the triangle is  extended at the vertex.

# Establish that there are 2 angles which are exterior of the triangle that are equal and are formed when the sides of the triangle is  extended at the vertex.

# Students   to analyze the interior and exterior angle at each point to find a   relation between the interior angle and one of the exterior angles   at the vertex. Students should be able to recognize the linear   pair formed by interior angle and exterior angle.

# Students to analyze the interior and exterior angle at each point to find a relation between the interior angle and one of the exterior angles at the vertex. Students should be able to recognize the linear pair formed by interior angle and exterior angle.

# Vary   the position of the lines to check if interior and exterior angles   form a linear pair.

# Vary the position of the lines to check if interior and exterior angles form a linear pair.

Note the measure of angles 

Note the measure of angles 

* '''Evaluation at the end of the activity'''

* '''Evaluation at the end of the activity'''

# Children can note the measures of the sides in the worksheet for different triangles to conclude the type of triangles based on the sides.

# Children can note the measures of the sides in the worksheet for different triangles to conclude the type of triangles based on the sides.

# Is the triangle formed for any measure of the sides. When does the triangle not form. What is the relation between the 3 sides for the triangle to be formed.

# Is the triangle formed for any measure of the sides. When does the triangle not form. What is the relation between the 3 sides for the triangle to be formed.

* '''Evaluation at the end of the activity'''

* '''Evaluation at the end of the activity'''

# Are children able to recognize the types of triangles when the sides are specified.

# Are children able to recognize the types of triangles when the sides are specified.