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6th grade
The triangle
COURSE: Mathematics
DURATION: 50 minutes
GENERAL SKILLS:
1. Identify mathematical data, quantities, and relationships in the context in which they occur
SPECIFIC SKILLS:
1.6. Recognition of elements of plane geometry associated with the notion of triangle
2.6. Calculation of segment lengths, measures of angles in the context of triangle geometry
4.6. Expression in symbolic and figurative geometric language of the characteristics of
triangles and of important lines in a triangle
6.6. Translating, in specific language, a given situation related to the geometry of the triangle,
solving the obtained problem and interpreting the result
2. Classify the triangles according to the measures of the sides and the angles, respectively
BIBLIOGRAPHY:
Tatiana Udrea, Daniela Nițescu, Mathematics, 6th grade textbook, Didactic and Pedagogical
Publishing House
Sorin Peligrad, Ioan Șerdean, Adrian Țurcanu, Mathematics, collection of math problems
2000+ standard, Parallel Publishing House 45
Conducting the lesson
STAGES
LESSON OBJECTIVES
(2 minutes)
O1 The optimal conditions for the development of the lesson are ensured: the absences are
noted, it is checked if there is chalk and sponge on the board and if all the students have the
necessary ones on the bench.
The teacher will choose, for the introduction of the notion of triangle, a worksheet in which
are represented by drawings different figures in which students discover triangles. The teacher
distributes worksheets 1 to his students and together they try to identify triangles in the
pictures presented. Discussions will be based on the fact sheet.
They are preparing with what they need for the lesson. Order and discipline are ensured.
conversation
(1 minute) O1, O2
Write the title of the lesson on the board: "The Triangle" and announce the objectives pursued
in this lesson. Students listen carefully, become aware of the objectives, and write the title in
notebooks. conversation
(30 minutes)
O1, O2, O3, O4 TRIANGLES, ELEMENTS, PERIMETER, CLASSIFICATION OF
TRIANGLES
Definition: The geometric figure obtained by joining three segments [AB], [BC], [CA] is
called a triangle, where A, B, C are three noncollinear points (fig. 1).
I mention that the triangle is denoted by the sign, so we denote the triangle in the figure
→ Sides:
→ Peaks A, B, C
→ Angles
I identify with helpful questions, together with the students, the vertices next to one side and
the sides next to a vertex (respectively opposite):
- I mention that, to denote the sides, we can also use the lowercase letters a, b, c. Thus, the
side that opposes the angle is denoted by a; the side opposite the angle is denoted by b; the
side opposite the angle is denoted by c.
So AB = c; AC = b; BC = a.
- Define the perimeter of a triangle = the sum of the sides of that triangle and denote by. The
perimeter is half of the perimeter and is denoted by.
The scalene triangle, or any triangle in which the sides have different lengths:.
It is common to call the side BC the base of the isosceles triangle, the sides AB and AC
congruent, and the side A, the top of the isosceles triangle.
- Together with the students I deduce the following result: The sum of the angles of a triangle
is.
Students are asked to open the tablets to draw the triangle on the worksheet.
Being a polygon with three sides, we select the polygon icon and then select the vertices and
then click on the first vertex.
There are several possibilities to draw a triangle, in this case the teacher teaches the students
how to insert three points A, B, C in the entry base.
Step 1 - Enter the three points A, B, C which are also the vertices of the triangle ∆ABC
The image above shows the AB side of the triangle, the other sides do the same for their
construction.
Step 3 - You can see that all three sides of the triangle have been drawn, the teacher provides
helpful information if needed, and then explains to his students how they will show the length
of the sides built on the drawing.
If we draw with the cursor the tip of the triangles we can see how the length of the sides of the
drawn triangle changes.
The elements of the triangle ΔABC are: its vertices, sides and angles.
The angles ΔABC are ∡BAC, ∡ABC, ∡ACB, these angles are called
interior angles
If [BX is half-right opposite the half-line BC, then the angle ∡ABX is called the outer angle
ΔABC.
The outer angle is the angle formed by one side with the extension of another side.
NOTE: A triangle has three interior angles and six exterior angles, two at each end of the
triangle.
NOTE: Sometimes the lengths of the sides of a triangle are marked in lower case
corresponding to the tip of the angle opposite that side.
Example: AB = c; AC = b; BC = a.
Definition: The perimeter of a triangle is the sum of the lengths of all its sides.
If we change the length of the sides we get different values for the perimeter of the triangle
ABC.
Notice the figure above. The perimeter of the triangle ABC is denoted as follows: PΔABC =
AB + AC + BC or PΔABC = a + b + c. The notation pΔABC represents the semiperimeter of
the triangle ABC, so pΔABC = (a + b + c): 2. To practice the perimeter formula, the teacher
gives the students a worksheet 2.
For the ΔABC triangle to remain an isosceles triangle, we will need to make the vertices of
the ΔABC triangle fixed as in the figure below:
The simplest variant to show that the angles of the equilateral triangle are 60 °:
Students pay attention to the teacher's explanations and actively participate in the lesson,
answering the teacher's questions.
Students write notes carefully in their notebooks.
Students will discover that no matter how we associate or reverse the factors of a product, we
get equal results.
After performing the calculations, students will notice that the results obtained are equal.
Students write notes carefully in their notebooks.
Explication
Knowledge fixing
(10 minutes) O2, O3, O4 Students will have to solve problems 1 and 2 in worksheet 3, the rest
of the problems remaining as homework.
Then they will write in notebooks the solutions of the two exercises. After they finish solving
the two exercises, two students will come to the board to present the solutions. Explication
The exercise
Individual work
The exercise
ensuring
feed-back
O2, O3, O4 After the students finish the activity in groups, the teacher asks them ref
questionslesson:
How did the tablet app help you solve problems and draw?
Activity analysis
Announce homework.
WORKSHEET 2
Write all the sides of the triangle ΔABC, and all the angles.
Determine the perimeter and semi-perimeter of the triangles ΔABC, ΔBDF, ΔAEF.
WORKSHEET 3
Draw a sharp triangle EFG and specify:
The perimeter of an isosceles triangle ABC is 17 cm and AB is 5 cm. Find the length of the
sides AC and BC, respectively.
If a, b, c represent the lengths of the sides of a triangle, 2a = 3b = 5c and the perimeter of the
triangle is 31 cm, find out what percentage represents c from a + b.
The lengths of the sides of a triangle ABC are expressed by natural numbers. The perimeter of
the triangle is 23 cm and BC = 2 cm. Find the lengths of sides AB and AC.