TRIANGLE CENTERS

DIFFERENTIATING
Day 6
OBJECTIVE
Students will create songs, rhymes or mnemonic devices describing the different centers
of a triangle. They will use the mnemonic devices to remember and differentiate the
centers.
STANDARDS
Common Core standards:

Content Standards:

Geometry: Congruence
10. Prove theorems about triangles. Theorems include: measures of interior angles of a triangle
sum to 180; base angles of isosceles triangles are congruent; the segment joining midpoints of
two sides of a triangle is parallel to the third side and half the length; the medians of a triangle
meet at a point; the altitudes of a triangle meet at a point.

ISTE Tech Standards

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media
and formats
PREPARATION
The teacher should find a variety of ways of explaining the differences between
triangle centers to guide students. The teacher should also be prepared to help
students make videos for Vine or YouTube, and be prepared for troubleshooting issues.
GUIDED INSTRUCTION STUDENT WORK
The teacher should begin by pulling up
some of the MindMeister images
students created in the previous lesson.
Point out key ideas that will help
students create mnemonic devices,
Students should discuss key ideas and
findings they noted on their mind maps.

Students should discuss mnemonic
devices or rhymes they used to
rhymes, or songs.
Allow time for questions and answer any
questions the students have about the
centers.
Separate students up into groups of four
so that they can begin brainstorming and
creating mnemonic devices.
Explain to students video assignment.
They will create a video containing their
rhyme or song. The video can also
contain a written description or
explanation within the video.
If they have concerns about privacy, they
can post to the class YouTube page and
ask the teacher to make the video
private, if they wish to be on camera.
remember things.
Students should ask questions regarding
centers and constructions.

Groups will create rhymes or songs to
help memorize information.

Groups will create a video focusing on
one of their rhymes, songs or mnemonic
devices for each center. The video can
be short and uploaded to Vine or longer
and uploaded to YouTube. As long as
the video accurately displays and
describes the device there is no time
constraints.

All group members must pin the videos
to their Pinterest accounts.
Students must also repin one video for
each center created by another group
and comment on why the video was
helpful.
STUDENT PRODUCTS
In groups of four students will create a rhyme, song or mnemonic device that helps
them remember the attributes of each triangle center. (Orthocenter, circumcenter,
centroid, and incenter) They will create short videos using Vine or YouTube. Each
group must create one video for each center.
For homework each student will pin or like another groups video. Each student must
like one video for each center that was created by another group. Each student must
also write a comment on the video that was pinned or liked explaining how the video
was helpful.
ADDITIONAL MATERIALS
IPad, tablet, or smartphone
Internet access
Mind mapping images from the previous day
Vine or YouTube

ASSESSMENT
Video Rubric
6 points
1 2 3
possible
Audi o
Video had major audio
issues, making it difficult to
hear and understand the
speaker.
Audio issues that
prevented the
speaker from being
heard, no more than
at two separate
moments.
Speaker is easily
understood
throughout the
video.
Content
Content has 2-3 errors in
mathematical correctness.
Ex: student does not solve
proof correctly or
incorrectly explains a
definition.
Content has 1 error
in mathematical
correctness.
Ex: student has one
mistake in a proof
problem.
Content has no
mathematical errors.
All terms are used
and defined
correctly.