Jodie Winchester, Bethany Skellington

April 18, 2017

EMS 480

Properties and Creation of an Equilateral Triangle

Mathematical Learning Objectives:
Students will construct an equilateral triangle using the given procedures.
Students will be able to identify what creates each side and angle of the final triangle.

Language Objectives:
Students will be able to accurately describe an equilateral triangle.
Students will be able to use correct terminology when describing how they create the equilateral
triangle.

Essential Question:
What properties do we use to create an equilateral triangle in Geometers Sketchpad?

Common Core State Mathematics Standards:

CCSS.MATH.CONTENT.7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given
conditions. Focus on constructing triangles from three measures of angles or sides, noticing
when the conditions determine a unique triangle, more than one triangle, or no triangle.

Materials:
- Laptop with Geometers SketchPad
- Paper Handout (See Appendix)
- Pen/Pencil
- Exit Ticket

Notes to the Reader:

Students should be able to use the basic functions of a computer and should have a background
in general triangles. Now the students are delving into equilateral triangles, they should also have
a background in angle measure and congruence so they are able to accurately describe an
equilateral triangle and use correct terminology, such as the names of angles. Additionally, the
students should have prior knowledge of Geometers Sketchpad and using the functions to create
geometric shapes such as an equilateral triangle.
Detailed Plan for Instructional Time:
Time What is the teacher doing? (Be sure to
(min) include questions the teacher will ask
and academic language supports and
details of technologies or other
materials used)
0-5 The teacher will introduce the
equilateral triangle task and inform the
students about the use of Geometers
Sketchpad in the task. Also, the teacher
will place the students into pairs.
5-8 The teacher will handout the task sheet
to each pair and will inform the students
to carefully obtain a computer. If the
students are in a computer lab, they will
chose a monitor to sit at. Additionally,
the teacher will ask any questions from
the students.
8 - 10 The teacher will ask for the students to
read over the task while the computer is
logging in and loading Geometers
Sketchpad. The teacher will walk to
each pair and clarify any
misconceptions. Some questions may be
How do I create a circle in
Sketchpad? or Can we create an
equilateral in a different way?.
10 - 35 The teacher will walk around the room
and ask students for explanation about
some of the questions. The teacher may
ask additional questions such as Is
there anything you notice about the
angles? or What was used to make the
What are students doing? If they
are interacting with a technology
tool or other materials, please
describe.
The students will listen to the
explanation of the task and will meet
with their partner once they are
assigned.
The students will obtain a laptop or sit
at computer with their partner. They
will log into the computer and open
Geometers sketchpad. Additionally,
the student will obtain a handout from
the teacher.
While the computer is loading, the
students will read over the task and
ask any clarifying questions. Some of
the questions may be Why are we
using circles to create an equilateral
triangle? or
The student will work through the
handout with their partner.
Additionally, the student will provide
explanations to the questions on the
handout and answer any questions
from the teacher.
 sides of the triangle?
35 - 45 The teacher will bring all of the student
together for a classroom discussion
about the task and some of the
properties of an equilateral triangle. The
teacher may call on pairs to explain their
answers to some of the questions.
45 - 50 The teacher will ask the students to log
off the computers and place the
computers in the correct place if they
are laptops. The teacher will tell the
students to put their names on the
handout and turn it in. The teacher will
tell the student to answer the question
What did you learn from the equilateral
triangle task? on a half sheet of paper.
Once the bell rings, the teacher will
collect the papers from the students as
they exit the room.
The student will participate in the
classroom discussion and listen to the
teacher or students. Additionally, the
students will provide explanation to
any of the handout questions if they
are called on by the teacher.
The students will log off the
computers and place the computers in
the correct place if they are laptops.
Also, each pair of students will turn in
the handout. The student will use a
half sheet of paper and answer the
question What did you learn from
the equilateral triangle task?. When
the bell rings, the students will give
the paper to the teacher as they leave
the classroom.
Appendix:
Student Handout:
Equilateral Triangle Task
During the task, you will be creating an equilateral triangle in Geometers Sketchpad and answer
any of the questions with explanation. Additionally, you must read through the directions
thoroughly.

Directions:
1. Open Geometers Sketchpad and a new document will appear when the applet is loaded.
2. Use the circle function (third button down on the toolbar) to create circle.
a. Label the center (A) and other point (B) on the circle with the text function (fifth
button down on the toolbar).
3. Click on the circle button and create a circle from B to A.
4. Click on the line segment function (fourth button down on the toolbar) and create a line
segment from A to B.
5. Click on the point function (second button down on the toolbar) and create a point where
the two circles intersect. Both of the circle will light up red when the point is intersecting
both of the circles.
a. Label the intersecting point C with text function.
6. Using the line segment function, create two line segments from A to C and B to C.
7. With the cursor button selected, click on both of the circles and under display select the
option to hide the circles.
8. Click on each of the sides of the triangle and select lengths under the measure tab.
a. By selecting lengths when the sides are highlighted, the applet will measure each
side and tell the user the length of them.
9. Using the marker function (seventh button down on the toolbar), click on each point and
drag to the middle of the triangle. The marker function labels the angles with the color
grey.
 10. After clicking the cursor button, select each of the angles by clicking on the grey color.
When all three angles are highlighted, select angle under the measure tab.
a. By selecting angle, the applet measures each angle in degrees and displays the
measurement to the user.
11. Once step ten is complete, answer the questions on the handout and answer the question
What is your option of Geometers Sketchpad and was it helpful in learning equilateral
triangles? in Padlet.

Questions:
1. Given explanation as to why we were able to use two circles to create an equilateral
triangle.

2. What do you notice about all of the sides and angles of the triangle created in Sketchpad?

3. Is there a different way to create an equilateral triangle in Geometers Sketchpad?

4. Is the angle measurements in the triangle created the same for every equilateral triangle?
What is the degree for each angle in all equilateral triangles?

5. What are some properties of an equilateral triangle? Give an explanation as to why these
properties are correct for all equilateral triangles.
Teachers Copy:
Equilateral Triangle Task
During the task, you will be creating an equilateral triangle in Geometers Sketchpad and answer
any of the questions with explanation. Additionally, you must read through the directions
thoroughly.
Directions:
1. Open Geometers Sketchpad and a new document will appear when the applet is loaded.
2. Use the circle function (third button down on the toolbar) to create circle.
a. Label the center and other point on the circle with the text function (fifth button
down on the toolbar).

b.
3. Click on the circle button and create a circle from B to A

a.
4. Click on the line segment function (fourth button down on the toolbar) and create a line
segment from A to B.
 a.
5. Click on the point function (second button down on the toolbar) and create a point where
the two circles intersect. Both of the circle will light up red when the point is intersecting
both of the circles.
a. Label the intersecting point with text function.

b.
6. Using the line segment function, create two line segments from A to C and B to C.

a.
7. With the cursor button selected, click on both of the circles and under display select the
option to hide the circles.
8. Click on each of the sides of the triangle and select lengths under the measure tab.
 a. By selecting lengths when the sides are highlighted, the applet will measure each
side and tell the user the length of them.

b.
9. Using the marker function (seventh button down on the toolbar), click on each point and
drag to the middle of the triangle. The marker function labels the angles with the color
grey.

a.
10. After clicking the cursor button, select each of the angles by clicking on the grey color.
When all three angles are highlighted, select angle under the measure tab.
a. By selecting angle, the applet measures each angle in degrees and displays the
measurement to the user.

b.
 11. Once step ten is complete, answer the questions on the handout and answer the question
What is your option of Geometers Sketchpad and was it helpful in learning equilateral
triangles? in Padlet.
Questions:
1. Given explanation as to why we were able to use two circles to create an equilateral
triangle.
a. The two circles were able to be used because the radius of the circles were the
same. By creating an intersecting point between the circles, two line segments
were created with the same length as the radius. Since all of the sides are created
with the same radius, an equilateral triangle is formed from two circles.
2. What do you notice about all of the sides and angles of the triangle created in Sketchpad?
a. Once the sides and angles were measured using a function in the applet, we
noticed all of the sides are equal and all of the angles are equal as well.
3. Is there a different way to create an equilateral triangle?
a. We could create three line segments with the same length and connected the line
segments at the end points.
4. Is the angle measurements in the triangle created the same for every equilateral triangle?
What is the degree for each angle in all equilateral triangles?
a. Yes. Every equilateral triangle will have each angle measuring 60 degrees.
5. What are some properties of an equilateral triangle? Give an explanation as to why these
properties are correct for all equilateral triangles.
a. All the sides are the same length.
i. The sides are created from two circles with the same radius and two line
segments connecting C to A and C to B. We can see each side is the same
radius so the triangle is equilateral.
b. Each angle will measure 60 degrees and all three angle will equal one another.
i. All of the sides have the same length so the end points are meeting at the
same degree which means all the angles are equivalent. A triangle has 180
degrees total so each angle is 60 degrees. (180/3) = 60.