Академический Документы
Профессиональный Документы
Культура Документы
Key Words:
Triangle, inequlity
Background Knowledge:
Students will need to have basic knowledge of triangles, angles, supplementary angles, and
experience writing and solving simple inequalities.
Learning Objective s:
The students will be able to
1) Discover three theorems about triangle inequalities through manipulation of a triangle
2) Apply properties of inequalities to the measures of segments and angles
3) State and apply the Triangle Inequality Theorem, Hinge theorem, and Exterior Angle Inequality
Theorem to problems involving triangles
4) Draw valid conclusions from given information
Materials:
Computers or computer lab with Cabri Geometry II , and lab worksheet
Procedure: You may want to pair students together depending on how many computers are available with
Cabri Geometry II. Students can also work independently and then compare conclusions in pairs.
You may want to do a quick review of their prior knowledge. Make sure students remember how
to apply the Segment Addition and Angle Addition Postulates. Students should also be familiar with
measuring the lengths of the sides and the angles of a triangle, and use this information to describe or
classify the triangle. When discussing all the properties they have learned regarding triangles thus far, you
may want to cover the Triangle Angle Sum Theorem last, and then use that as a lead into discovering other
relationships between the angles and sides of a triangle. Then let students follow the lab directions and see
what they can discover.
Review/Assessment:
Is left up to the instructor but may include writing proofs, giving students a written assignment
(maybe problems from the text or worksheets that correspond to the lesson, giving students a written quiz,
or having students present what they found orally, independently or in pairs.
Project AMP Dr. Antonio R. Quesada – Director, Project AMP
File name:
______________________________________________________________
Goal: To discover a relationship between the lengths and the sums of the sides of a
triangle.
2. Measure and label the lengths of the sides. (use measurement and label tools)
3. Compare each side of the triangle to the sum of lengths of the other two sides.
4. What is the relationship between the sum of the two sides and the length of the
third side? _________________________________________________________
__________________________________________________________________
5. Grab the vertex at point C and move the vertex around changing the shape of the
triangle. (use pointer tool)
11. What is the relationship between the difference of the two sides and the length of
the third side? _____________________________________________________
____________________________________________________________________
____________________________________________________________________
12. Make a conjecture about the relationship between any two sides of a triangle
compared to the length of the third side.
Theorem:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Project AMP Dr. Antonio R. Quesada – Director, Project AMP
Extension
1. Is it possible for a triangle to have sides with the given lengths? Explain.
2. The lengths of two sides of a triangle are 3 cm and 5 cm. Write an inequality
to represent the range of values for the third side. ______________________
b) Algebra: Write and solve three inequalities to find the maximum and
minimum values for the third side of the triangle in a). (Express final answer
as a combined inequality!)
Project AMP Dr. Antonio R. Quesada – Director, Project AMP
Goal: To discover the relationship between angles and sides of a triangle that lie
opposite each other.
1. Draw and label three noncollinear points A, B, and C. (use point tool)
2. Draw segments AB, BC, and AC to form a triangle. (use segment tool)
3. Measure and label the sides of the triangle. (Use measurement and comments tools)
* Move measurements off to the side of your picture and hide original
measurements.
4. Measure and label angles. (use angle tool)
5. Grab vertex point A and move point A until ∠A has the largest degree measure.
6. What do you notice about the length of BC? How does it compare to the lengths
of AB and AC?
_________________________________________________________________
_________________________________________________________________
10. How does the length of AB compare to the lengths of AC and BC?
_________________________________________________________________
_________________________________________________________________
11. What conjecture can you make about the side opposite the largest angle in a
triangle?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Project AMP Dr. Antonio R. Quesada – Director, Project AMP
Extension Questions:
a) _________________________ b) ________________________
a) _______________________ b) _________________________
3. The Calhouns are driving from Columbus, OH and see a sign that reads, “Akron
100 miles, Cincinnati 120 miles.” Megan comments that she did not think
Akron and Cincinnati were only 20 miles apart. Explain why the distance
between the two cities does not have to be 20 miles.
Project AMP Dr. Antonio R. Quesada – Director, Project AMP
Goal: To discover the relationship between the exterior angle and the two opposite
interior angles of a triangle.
**Remember the opposite interior angles are inside the triangle and away from the
exterior angle, which is outside the triangle.
6. What relationship do you notice when you compare the m∠ECD to the m∠ABC
or the m∠BAC?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
8. Does the relationship from #6 still exist between the exterior angle ∠ECD and
the two opposite interior angles ∠ABC and ∠BAC?________________________
Project AMP Dr. Antonio R. Quesada – Director, Project AMP
10. What happens to the relationship between the angles as you drag point A to the
right?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
11. State the relationship between the exterior angle of a triangle and how it compares
to the two opposite interior angles of a triangle.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
*12. Is there another pattern or relationship that you notice about the sum of the two
opposite interior angles compared to the exterior angle of a triangle. Explain.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Project AMP Dr. Antonio R. Quesada – Director, Project AMP
Extension Questions: