Triangle side lengths inequality hands on spaghetti lab sheet
Ms Gemmells Math
5 Followers
Grade Levels
6th - 8th
Subjects
Resource Type
Standards
CCSS6.G.A.1
CCSS6.G.A.3
CCSS7.G.A.2
CCSS7.G.B.6
CCSS8.G.A.5
Formats Included
- Google Docs™
Pages
2 pages
Ms Gemmells Math
5 Followers
Made for Google Drive™
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Description
This product contains a lab sheet for students to complete to discover the triangle side lengths inequality. Students should use spaghetti to create triangles and non triangles, then fill out the conclusion statements at the bottom to determine the triangle side lengths inequality. Product links include and editable google doc and a pdf. The second page of both contains the fill in the blank answer key for the conclusions on the bottom.
Total Pages
2 pages
Answer Key
Included
Teaching Duration
50 minutes
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Standards
to see state-specific standards (only available in the US).
CCSS6.G.A.1
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
CCSS6.G.A.3
Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
CCSS7.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.
CCSS7.G.B.6
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
CCSS8.G.A.5
Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
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5 Followers
