Triangles: The Great Beyond

Mathematics Learning Objectives:

Students will be able to construct triangles using a geometric software. Students will be able to prove
triangle theorems using their constructions. Students will be able to explain why their constructs prove
theorems.

Language Objectives:
Students will be able to…
1) Create different triangles through construction
2) Prove why their constructions prove theorems
3) Explain the different theorems and name them

Essential Question:
How can we prove triangle theorems using geometric software?

Common Core State Mathematics Standards:

CCSS.MATH.CONTENT.HSG.CO.D.12
Make formal geometric constructions with a variety of tools and methods (compass and straightedge,
string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying
an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the
perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point
not on the line

CCSS.MATH.CONTENT.HSG.CO.C.10
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°;
base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle
is parallel to the third side and half the length; the medians of a triangle meet at a point.

Materials:
Computer
Worksheet (Provided after the Instructional Time Section)
Microsoft Word (Or Equivalent Program) (conveyance tool)
Geometry Software (Geogebra, GSP, etc)
Projector (Conveyance tool)

Notes to the Reader:

This is a good lesson for discovery learning. It is used to allow students to discover what the triangle
theorems are and why they are true. I would recommend pairs for the assignment, but working
individually would also be sufficient. The goal should be more on how they came to their conclusion and
why they believe it to be true. This is a heavier weight on whether the answer is correct or not.
Detailed Plan for Instructional Time:
Time What is the teacher doing?
0-6 The teacher is introducing the task. They
should be explaining the assignment and
reviewing the proofs that the class will
be looking at. They should be prepared
to answer any questions that the class
may have regarding the proofs. I would
predict questions regarding the triangle
midsegment theorem. It would most
likely be a clarifying question. During
this time it should be more general. (It is
assumed that the students have worked
with the geometry software before. If
they haven’t, spend time reviewing
some of the more simple aspects of the
tool.)
6-9 The teacher should break the students
into pairs and allow them to get their
computers and pull up their geometry
software and open up the worksheet.
They should be standing near the
computers or at the front of the
classroom. With that said, their location
is not incredibly important.
9-30 During this time the teacher should
make sure that they are walking around
answering questions. They can also be
asking questions to further thinking.
Sometimes when I would recommend
this is during the base angle theorem.
Asking the students how they created
their triangle and how this proves it for
every isosceles triangle would help to
demonstrate how much the students are
understanding. Asking pairs why they
think certain theorems prior to their
beginning would also be a good way to
make sure that students are thinking
about each theorem.
What are the students doing? If they are
interacting with a technology or other
materials, please describe.
The students should be sitting quietly
focused on the teacher and their
explanation. They should prepare any
general questions surrounding the
assignment and consider how they will
begin the assignment when the time comes.
The students should get into the pairs that
the teacher specified. They should get their
computers and begin opening up the
software and assignment. They could be
discussing with their partner about which
theorems they want to tackle first and how
each one might work. The conversation
should primarily be focused on the task that
they will be starting, but during transition
time a little more off topic discussions
should be allowed.
The students should be focused on proving
why each of the four theorems are true. The
first and the second are pretty common
knowledge growing up. With that said, it
allows them to become comfortable with
the software and see why something that
they learned in the past is true. The third
theorem is also a little easy, but giving the
students freedom with their constructions
will make sure that they have a good
understanding of the tool. Groups may have
some similar or different constructions.
There is not one “right” answer as long as
they are able to come to a conclusion on
why the theorem is true. The fourth
theorem will take the most effort in setting
up and proving. They should be able to see

30-43 The teacher should select pairs, based
on the work that they saw, to open up
their assignment and show how they got
certain answers. This time should be
very discussion based. Asking how they
can be sure it works for every triangle,
and explaining how they constructed
triangles are both helpful questions to
get things started. Asking follow up
questions to make students think about
their answers will also be useful because
it allows them to think about their
answers and know that what they are
saying is true.
43-45 The teacher should be using this time to
prepare for the closing discussion. They
should also make sure that the students
are putting their computers up properly
and remaining focused even though
class is coming to an end soon.
45-50 During this time I like to gauge the
effectiveness of a lesson. Spend a brief
moment going over each theorem and
have a student explain how each one is
new. You can prepare them for the next
lecture asking about different theorems
that they have heard about. It would
also be good to ask what problems they
ran into and what they enjoyed about
being able to discover the information
themselves. If no students asks why it is
important that they understand the
that it works for every type of triangle not
just a equilateral, isosceles, obtuse etc. They
should also be discussing with their partner.
This makes sure that they are discovering
the material for themselves. This will allow
them to feel a sense of pride and
accomplishment and studies have shown
that discovery learning can help students be
more likely to remember a concept.
All of the different groups should be
prepared to present their idea if they are
chosen. If they are not chosen they should
be focused on the pair presenting and
comparing it to their own work and what
they chose to do. Each student should be
actively engaged in the discussion in trying
to figure out if their explanations are really
“good enough” to pack up the theorem that
they are discussing. They should be fostering
an environment where answers should be
encouraged whether right or wrong because
they are all trying to learn the material
together. They should be focused on the
journey towards the answer in the hopes
that it will make them more likely to
remember the answer in the future.
The students should be putting up their
computers. There can be some minor off
task discussion, but they should be aware
that there is more “on task” time coming up
and they, therefore, should remain focused
and prepared to answer any questions that
the teacher is going to provide them with
before class is ended. They should be back
at their seats waiting to be instructed on
what to do next.
The students should be attentive and ready
to answer any questions that the teacher is
asking. This should be a common time so
they should recognize that it is a time of
reflection to think over what they learned
and why it is important. They should be able
to explain how they know that each
theorem is true.
theorems I would bring this question up
to them now. If the bell rings I think it’s
acceptable to leave this question
unanswered. THIS IS ONLY IF YOU BRING
IT UP AGAIN TO BEGIN THE NEXT CLASS.
If there is still time to discuss it then you
should take the opportunity to do so.