The point where the arcs cross is the third corner – draw in the remaining two sides, checking they are the correct length as you do so. Connect the ends, measuring to ensure the third side is the same length as the first two.Measure an angle of 60 degrees from one end of the first side.ĭraw a second side to the same length as the first, again using a ruler.Draw one side to the required length, using a ruler. Model these and give students the opportunity to try each (or demonstrate each to the class on the board). Discuss their ideas – their advantages and disadvantages. Ask students how they could construct an equilateral triangle.You could ask students to find images of triangles around the school, or online, or in their home environments. Make connections between students’ knowledge of triangles and contexts that are relevant, real-life contexts.This is not a property of triangles, but a property of regular polygons (including equilateral triangles). Beware of students saying that triangles have all sides the same length or all angles the same.Brainstorm with the class ”The properties of triangles”.ĭifferent types (scalene/isosceles/equilateral/right-angled).Te reo Māori kupu such as tapatoru (triangle), tapatoru hikuwaru (scalene triangle), tapatoru waerite (isosceles triangle), tapatoru rite (equilateral triangle), koki hāngai (right angle), ine-koki (protractor), putu (degree), matawhā (rite) (tetrahedron), and koeko (pyramid) could be introduced in this unit and used throughout other mathematical learning.īegin with a review of knowledge about properties of triangles, followed by a discussion of ways to construct triangles with specified dimensions. There may be other contexts involving triangles related to the interests and cultural backgrounds of your students, current learning from other curriculum areas, and current events that could be used to engage your students in this unit of work. Iinvestigate the use of triangles in construction of culturally significant buildings like wharenui, Egyptian pyramids, the Louvre in Paris, and the biosphere environmental museum in Montreal. Look for triangles in the environment surrounding your classroom (for example, in the bracing of frames in building, in the dome structures used for climbing frames, and in road signs, food, bridges, art etc.). It is about triangles and their use in construction of 3 dimensional solids. The context for this unit is mathematical.
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