- Students will identify and write about complementary angles. This demonstrates understanding.
- Students will identify and write about supplementary angles. This demonstrates understanding.
- Students will identify and write about vertical angles. This demonstrates understanding.
IV.NotesonAssessment
- Have students work in groups to assess each other’s work.
- Request that students read each description of the angle pair to be sure that it describes each angle pair in
mathematical terms. - You want to see that students are using measurements such as 90° for complementary angles, and that they are
demonstrating that vertical angles are congruent.
Classifying Triangles
I.SectionObjectives
- Define triangles.
- Classify triangles as acute, right, obtuse or equiangular.
- Classify triangles as scalene, isosceles or equilateral.
II.ProblemSolvingActivity-BicycleDesign
- Begin by showing students the following short movie clip from this website.
- http://www.thefutureschannel.com/dockets/hands-on_math/bicycle_design/
- Allow time for a student discussion about the short video.
- Ask students what they observed about bicycle design from the video.
- Write these notes on the board.
- Allow time for questions and then give students the assignment.
- Students are going to create their own bicycle design.
- They need to use at least two different types of triangles in the design.
- Students will need paper, rulers, pencils and colored pencils.
- Students can design their own bicycle.
- When finished, they need to label each type of triangle used and label it according to side length of and angles.
- Then students may decorate their design.
- Allow time for students to share their work.
III.MeetingObjectives
- Students will define triangles by using them in their bicycle design.
- Students will classify the triangles used according to side length.
- Students will classify the triangles used according to angle measure.
IV.NotesonAssessment
- Study each student design.
- Does the design have at least two different types of triangles in it?
- Are the triangles labeled according to side length?
- Are the triangles labeled according to angle measure?
- Provide students with feedback/corrections.
Chapter 5. Geometry TE - Problem Solving