Triangular Frameworks

What did the triangle say to the circle? You're pointless! Class members will get the point when they investigate relationships between side lengths of a triangle using the Triangle Inequality Theorem. Pupils then create an algebraic expression for the number of possible triangles given a condition on the longest side.

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CCSS: Designed
Instructional Ideas

  • Provide manipulatives, such as spaghetti sticks, for struggling learners
Classroom Considerations

  • Be sure learners understand that you expect algebraic generalizations
  • Learners should already have an understanding of the Triangle Inequality Theorem from 7.G.2

  • Easily understood context helps cement understanding

  • Inconsistent punctuation and formatting
  • Vague directions may lead to many questions or confusion