- Pg. 307 Example 1- do each step of the example with the students.
- “What do you observe?” Request that the students write their observations in their notebooks. Then allow
some time for sharing and write these notes on the board. - 8- What do you observe about the four points? Repeat the brainstorming activity to expand student thinking.
- Have students draw conjectures about whether or not the points would be collinear for all other kinds of
triangles. - Expand this as an extra credit assignment or homework assignment for students to draw different triangles
and demonstrate whether or not the four points are collinear. Request that they include a writing piece in their
assignment and describe their findings in words. - Intelligences- linguistic, logical- mathematical, bodily- kinesthetic, visual- spatial, intrapersonal, interpersonal
III.SpecialNeeds/Modifications
- Write all vocabulary words on the board and request that students copy these notes into their notebooks.
- Allow a lot of time for questions.
- Be sure that the students have copied down the steps for locating the altitude of a triangle in their notes.
- Students are most likely to be concerned when the altitude is drawn outside of the triangle. Use some extra
time to show students why this is the case.
IV.AlternativeAssessment
- Assess student learning through observation and through feedback during brainstorming sessions.
- Be alert to students who are not writing during the independent writing times.
- Be sure that all students are following the lesson. Review concepts or use peer tutoring if students are having
challenges.
Inequalities in Triangles
I.SectionObjectives
- Determine relationships among the angles and sides of a triangle.
- Apply the Triangle Inequality Theorem to solve problems.
II.MultipleIntelligences
- Teach the information in this lesson, and then expand it using a coordinate grid.
- The activity has the students draw triangles with different side lengths to prove the Triangle Inequality
Theorem. - Students use graph paper, colored pencils and rulers for this activity.
- Give students the dimensions for five different triangles on the board/overhead. For example, can we have a
triangle with the lengths 6, 7 ,12. - Students need to draw out the triangle on the coordinate grid to demonstrate whether it can be a triangle or
not. - Then they also need to write an inequality demonstrating whether or not these side lengths work for a triangle.
- When finished, allow time for the students to prove their findings.
- Include the different theorems into their explanations when they occur. Point these out to the students.
- Intelligences- linguistic, logical- mathematical, visual- spatial, interpersonal, intrapersonal.
III.SpecialNeeds/Modifications
Chapter 4. Geometry TE - Differentiated Instruction