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From Karnataka Open Educational Resources
Quadrilaterals-Activity-Mid-point theorem (view source)
Revision as of 13:32, 7 November 2019
, 13:32, 7 November 2019→Process (How to do the activity)
Each group gets this set and each member picks one chit and makes a sketch
Each group gets this set and each member picks one chit and makes a sketch
# Students should plot the mid-point of two sides (Segment AB, and AC, as D and E) and connect these with a line segment (Join these mid-points D and E. Label it Segment DE). Show [[:File:Mid-point theorem 1.ggb|Mid-point theorem1.ggb]] step by step.
# Students should plot the mid-point of two sides (Segment AB, and AC, as D and E) and connect these with a line segment (Join these mid-points D and E. Label it Segment DE). Show [[:File:Mid-point theorem 1.ggb|Mid-point theorem1.ggb]] step by step.
## They should measure the length of this segment DE and length of the third side BC and check if there is any relationship
## They should measure the length of this segment DE and length of the third side BC and check if there is any relationship. They should measure the angles formed at the two vertices B and C connecting the third side, with the two angles formed on the two mid-points, D and E. For this each student will make three tables, each table will have the following columns -
### Table for vertex A + Sides from the vertex, Third side, Midpoint segment name, midpoint segment length, comparison with the side length.
### Angle formed at midpoint 1, angle at vertex B, angle at vertex C (students should name the angle and measure). Each student completes it for each vertex.
{| class="wikitable"
|'''Vertex'''
|'''Base'''
|'''Length of base'''
|'''Length of side 1'''
|'''Length of side 2'''
|'''Length of segment connecting mid-points'''
|'''Relationship between 5 and 6'''
|'''Angle at vertex 2'''
|'''Angle at vertex 3'''
|'''Angle at D'''
|'''Angle at E'''
|'''Relationship between 8 and 10, 9 and 11'''
|-
|1
|2
|3
|4
|5
|6
|7
|8
|9
|10
|11
|12
|-
|A
|BC
|
|AC=
|AB=
|DE=
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|-
|B
|AC
|
|BC=
|AB=
|DE=
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|-
|C
|AB
|
|BC=
|AC=
|DE=
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|}
### Ask them to see if there's any relationship between the parameters. they've measured.
# Question them if there is any relationship between the two segment lengths and the measures of the two pairs of angles.
# Question them if there is any relationship between the two segment lengths and the measures of the two pairs of angles.
## Ask them why these relationships are true across different constructions.
## Ask them why these relationships are true across different constructions.
