Professional Documents
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Supplementary
Materials
Geometry
Teacher’s Guide
Prepared by:
Olga Courtois............................ Massey Vanier High School, 1998
Peter Balyta............................... Massey Vanier High School, 1997
John Lou...................................Chateauguay Valley Regional High
School, 1998
George Calder............................ Howard S. Billings High School, 1997
Andre Del Castilho.....................Centennial Regional High School,
1997 - 1998
Tony Rosciano........................... Penfield Academy, 1997 - 1998
Kevin Harvey..............................Macdonald Cartier High School, 1998
Wendy Bain............................... Macdonald Cartier High School, 1997
Resource Personnel:
Carolyn Gould.................. MEQ, 1998
South Shore School Board, 1997
Françoise Boulanger..........MEQ, 1997
Louise Gauthier
Peter Balyta...................... South Shore School Board, 1998
Classification of Triangles
Using only one 8 1/2” × 11” piece of paper, cut out 4 different triangles,
using as much of the sheet of paper as you can. State any
characteristics that came to mind when you were attempting to make
your triangles different.
eg.
This ∆
This ∆ has 2
has 1 right angle. equal sides.
2. Class Activity
–1–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Part 2 (Whole Class Activity)
Number each of your triangles from 1 through 16. Place each of your
group’s 16 triangles in the appropriate cell on the classification grid.
Label each triangle with the correct terms (eg. right scalene).
Two cells are impossible to fill. Can you tell why? Write the word
“impossible” in these cells.
If any other one of your cells does not contain a triangle, produce one or
more new triangles that would fit in that cell.
Classification of Triangles
(answers will vary)
By Sides
Scalene Isosceles Equilateral
By Angles
Acute
Right impossible
Obtuse impossible
–2–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Part 4 (Group Activity)
Label each of your triangles ABC. Measure each angle and side and
record your data on the table below.
Measure of –
Equilateral 1
2
3
Isosceles 1
2
3
Scalene 1
2
3
Right 1
2
3
On the basis of the data from the table, what conjectures would you
make:
–3–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
• about right triangles? one right angle
the other two angles are acute
and complementary
can be scalene or isosceles
Make sure you have 4 acute scalene triangles each labelled ABC.
6 cm 6 cm
B D C
6 cm AD = 5.2 cm
–4–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Constructing Altitudes of Triangles
Draw the three altitudes for each of the following triangles. Name the
vertex and its corresponding base.
A BC
B AC
C AB
B C
D EF
E DF
F DE
M NO
O N MO
O MN
–5–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
(d) A Vertex Base
A BC
B AC
C AB
C
F EG
G EF
–6–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
2. Draw the following triangles, each having one altitude of 5 cm.
(answers will vary)
(a) an acute triangle
5 cm
5 cm
5 cm
–7–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
3. Given the following triangle:
A
in cm in mm
m AB 4.8 48
m AC 4.8 48
m BC 6.8 68
C B
(a) Find the perimeter of this triangle, in both centimetres and
millimetres. 16.4 cm and 164 mm
(b) Calculate the area of this triangle, in both centimetres and
millimetres. 11.52 cm2 and 1152 mm2
(c) Without using your protractor, find the measures of angles B and
C and justify your work.
Note: Some students may calculate the area using AB and AC as base
and altitude. Others may draw the altitude from A and use base BC. An
interesting discussion may ensue.
Statement Justification
m ∠C = 45°
–8–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
4. An axis of symmetry is a line which divides the figure in two so that
each part is the reflection of the other.
equilateral
(b)
isosceles
(c)
scalene
–9–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Axes of Symmetry of Triangles
• • • • • • • • • • •
• • • • • • • • • • •
• • • • • • • • • • •
• • • • • • • • • • •
• • • • • • • • • • •
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• • • • • • • • • • •
• • • • • • • • • • •
• • • • • • • • • • •
• • • • • • • • • • •
If you were able to draw such a triangle, what kind of triangle have you
drawn?
isosceles triangle
– 10 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Axes of Symmetry of Triangles (continued)
If you were able to draw such a triangle, what kind of triangle have you
drawn?
equilateral triangle
– 11 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Axes of Symmetry of Triangles (continued)
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
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• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
If you were able to draw such a triangle, what kind of triangle have you
drawn?
– 12 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Axes of Symmetry of Triangles (continued)
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
• • • • • • • • • • • •
If you were able to draw such a triangle, what kind of triangle have you
drawn?
scalene triangle
– 13 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Constructing a Perpendicular Bisector of a Segment
5.1 cm
A
(use compass
and ruler)
5.1 cm
D
(use protractor
F and ruler)
E
(use another
method of your
choice) eg. set square and ruler
– 14 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Constructing a Perpendicular Bisector of a Segment (continued)
10. Construct the perpendicular bisectors of all the sides of the triangles
pictured.
4 cm
4 cm
3.2 cm
(use compass 3.4 cm
and ruler)
3.2 cm
3.4 cm
(use protractor
and ruler)
– 15 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Constructing a Line Perpendicular to a Given Line
Through a Given Point
– 16 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Constructing a Perpendicular Bisector of a Segment
12. Construct the perpendicular bisectors of all the sides of the given right
isosceles triangle.
1 4
2 3
∆1
∆2
∆3
∆4
∆1 & 2 together
∆3 & 4 together
∆1 & 2 & 3 & 4 together
How many right isosceles triangles are now found in the diagram?
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
– 17 –
Bisecting Angles
(use compass
C and ruler only)
D E
(use a method
of your choice)
122° = 60°
2
– 18 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Bisecting Angles (continued)
14. Use a method of your choice to bisect all the angles of the given
triangles.
– 19 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Bisecting Angles (continued)
14. (continued)
What do you notice in each triangle about the three angle bisectors?
All three angle bisectors of the triangles intersect at one point.
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Constructing Medians of a Triangle
15. A median is a line segment from a vertex of a triangle to the
midpoint of the opposite side.
B C
M
R
– 21 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Constructing Medians of a Triangle (continued)
axis of symmetry
isosceles triangle
equilateral triangle
– 22 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Investigating Special Relationships in Triangles
Aim: (MEQ Terminal Objective 3.3) The objective of this exercise is for students to
discover the following:
• In any triangle, the length of any side is less than the sum of the lengths
of the other two sides.
• In any triangle, the length of any side is greater than the difference of
the lengths of the other two sides.
• In any triangle, the longest side is opposite the largest angle.
The teacher will establish a unit length such that four units are equal to the
total length of the materials being used. (One piece for each length is easier to
work with.)
eg: 1 straw is equal to 4
You will need three of each of the following lengths: units
1 unit is equal to one
1 unit, 2 units, 3 units and 4 units. quarter of a straw
Note: Page 26A in this guide is a blank table if you wish to use it.
Part A
1. Use the materials provided and try to construct triangles using the sides
given in the chart.
2. In the fourth column of the chart, answer the questions “Is it a
triangle?”
3. Sketch as accurately as possible the figure formed by the three sides.
4. On the sketch, circle the vertex of the largest angle.
– 23 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Investigating Triangles (continued)
Part B
Answer these questions only after you have completed the chart.
Conclusion:
The length of any side of a triangle is less than the sum of the lengths
– 24 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
2. Consider the first triangle:
(a) Find the difference between sides #1 and #2 0
What is the length of side #3? 1
(b) Find the difference between sides #1 and #3 0
What is the length of side #2? 1
(c) Find the difference between sides #2 and #3 0
What is the length of side #1? 1
What conjecture can you make?
Will vary with individual students.
Conclusion:
The lengths of any side of a triangle is greater than the difference of
the lengths of the other 2 sides.
3. (a) In cases where triangles exist, check the position of the longest
side in relation to the largest angle. Describe in words what this
relation is.
Will vary.
__________________________________________________________________
(b) In cases where triangles exist, check the position of the shortest
side in relation to the smallest angle. Describe in words what this
relation is.
Will vary.
__________________________________________________________________
Conclusion:
The longest side of a triangle is opposite the largest angle, and vice
versa.
– 25 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Investigating Triangles
1 1
yes
1 1 1 1 1
2 1 1 2 no
2 2
3 2 2 2 yes
2
4 1 2 3 no
yes 2 2
5 2 2 3 3
no
6 1 3 4
2 3
yes
7 2 3 4 4
3 3
yes
8 3 3 4 4
9 1 2 4 no
1 4
10 4 1 4 yes 4
– 26 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Investigating Triangles
10
– 26A –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Interior Angles of Triangles
A a) 90°
m ∠1 = ________
60°
m ∠2 = ________
30°
m ∠3 = ________
30°
m ∠4 = ________
F E
1 60°
m ∠5 = ________
2
5 90°
m ∠6 = ________
3
6 4
B C Justify your answers.
D
All
b) Which triangles are congruent? __________________________________
A a) 45°
m ∠1 = ________
45°
m ∠2 = ________
90°
m ∠3 = ________
E F 45°
m ∠4 = ________
14
90°
m ∠5 = ________
45°
m ∠6 = ________
2 3 5 6
B D C Justify your answers.
b) All
Which triangles are right isosceles? ______________________________
– 27 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Interior Angles of Triangles (continued)
DE // BC
B
100°
D 3 4
5
F
1 2 6
8
30° 9 7 50°
A C
E
a) 100°
m ∠1 = ________ 50°
m ∠4 = ________ 30°
m ∠7 = ________
50°
m ∠2 = ________ 30°
m ∠5 = ________ 100°
m ∠8 = ________
m ∠3 = ________
30° m ∠6 = ________
100° 50°
m ∠9 = ________
– 28 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Who Am I?
1. Who am I?
(i) I am the only triangle that has exactly 1 altitude which is also a
perpendicular bisector and a median.
isosceles
__________________________________________________________________
– 29 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Classifying Quadrilaterals
In recent years, the notion of a trapezoid has evolved. The current definition is
as follows:
The general rule of the hierarchy is that any property held by a figure is also
held by all the figures below it to which it is connected.
Convex Quadrilaterals
Rhombus Rectangle
Square
– 29A –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Properties of the Diagonals of Quadrilaterals
Compile your results in the table at the end of this section (see page 38).
1. Square
E J
B D
(d) Draw two other squares and verify that your findings are still valid.
– 30 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Properties of the Diagonals of Quadrilaterals
2. Rhombus
A D
E
B C F
yes
__________________________________________________________________
yes
__________________________________________________________________
(d) Draw two other rhombuses and verify that your findings are still
valid.
– 31 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Properties of the Diagonals of Quadrilaterals
3. Rectangles
E H
A D
B C F G
no
__________________________________________________________________
(d) Draw two other rectangles and verify that your findings are still
valid.
– 32 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Properties of the Diagonals of Quadrilaterals
4. Parallelograms
B G
C J
E
I
A
F
D
(d) Draw two other parallelograms and verify that your findings are
still valid.
– 33 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Properties of the Diagonals of Quadrilaterals
5. Isosceles Trapezoid
A D E H
F G
B C
(d) Draw two other isosceles trapezoids and verify that your findings
are still valid.
– 34 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Properties of the Diagonals of Quadrilaterals
6. Kite
B D
F H
G
C
yes
__________________________________________________________________
(d) Draw two other kites and verify that your findings are still valid.
– 35 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Properties of the Diagonals of Quadrilaterals
A D E H
F G
B C
no
__________________________________________________________________
no
__________________________________________________________________
no
__________________________________________________________________
(d) Draw two other similar trapezoids and verify that your findings are
still valid.
– 36 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Properties of the Diagonals of Quadrilaterals
4. What figure is obtained when the diagonals:
• intersect at right angles and only one diagonal bisects the other?
kite
rectangle
square
square
rhombus
square
– 37 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Properties of the Diagonals of Quadrilaterals (continued)
Isosceles Trapezoid √
Parallelogram √
Rectangle
√ √
Rhombus
√ √ √
Square √ √ √ √
6. Justify each of the following statements:
Opposite sides are equal and parallel and interior opposite angles
__________________________________________________________________
are congruent.
– 38 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Classifying Quadrilaterals
Shade the whole box if it has an incorrect figure. The shading will cause a
“desert” shape to occur.
– 39 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Classification of Polygons
Simple Closed Curves
Triangles
Convex Quadrilaterals
kite
isosceles
Convex Quadrilaterals
Trapezoids
Parallelograms There are many ways to sort polygons.
Many with three and four sides have special
Rec
ses
names.
Squares
bu
tan
om
gles
Rh
– 40 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
As Easy As 1, 2, 3
This activity is an experience in subdividing a set of geometric figures into
smaller related subsets. The activity is written for 30 geometric figures but you
might like to use fewer figures. Thirty figures and a sample subdivision are
included on page 38 (see Activity 1b).
In this activity students will:
(1) Subdivide the set of 30 figures into subsets of related figures.
(2) Write a description of each subset, so that anyone reading the
descriptions could separate the figures into exactly the same subsets.
Groups of 4 to 5 students are
given identical sets of 30
randomly numbered figures. The
students are asked to separate
the figures into subsets of related
figures. Some students may sort
by number or colour (if you make
the figures different colours).
Others may separate the figures
into 4-sided and not 4-sided
figures or into curved and not
curved figures. Any group
finishing early in its
classification could be
encouraged to develop another
system that gives a larger number
of related subsets. For example,
you could suggest that the group
try to find a classification that
gives five subsets of related
figures. One system could be
figures with 3 sides, 4 sides, 5
sides, 6 sides or others.
Have each group of students
write a description of its subsets.
For future reference have
one student in each group record
the number of the figures in each subset. Later in the class period or the next
day have pairs of groups trade descriptions. The groups will then try to
subdivide the figures into subsets according to the other group’s description.
Finally have each pair of groups meet to discuss the results.Idea from: Lab
– Activity 1a –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
As Easy As 1, 2, 3 (continued)
Idea from: Lab Geometry, Teacher’s Edition. Permission to use granted by Bellevue Public Schools.
– Activity 1b –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Polygon Pass-Out
Rules:
(1) The game is played like Password. The clue-giver for team 1 draws a card
and gives a clue to his team. One person on the team tries to guess the
geometric figure. If the guess is correct team 1 receives five points.
(2) If the guess is not correct the clue-giver for team 2 gives a clue and team
2 makes a guess. A correct guess would score four points.
(4) If after 5 rounds neither team has guessed the figure, the shape is
revealed and a new round is begun.
(6) The team with the highest score at the end wins.
Idea from: Ideas for Manipulative Materials Elementary Mathematics. Permission to use granted by
Northern Colorado Educational Board of Cooperative Services.
– Activity 2 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
What’s the Difference?
(2) Team 1 responds and scores one point if correct. (i.e. “A rectangle has
four sides; a triangle has three.”)
(3) team 2 responds to the same question, but must give another answer to
score one point if correct. (i.e. “The sum of the angles of a rectangle is
360° - twice that of the triangle.”)
(4) Team 1 responds again. (i.e. “A rectangle has four interior angles; a
triangle has three angles.”)
(5) Team 2 continues with another answer. (i.e. “The triangle is a rigid
figure; a rectangle is not.”)
(6) Play alternates until both teams exhaust their answers and pass in
succession.
Idea from: Ideas for Manipulative Materials Elementary Mathematics. Permission to use granted by
Northern Colorado Educational Board of Cooperative Services.
– Activity 3 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Construction of Triangles
4 cm
6 cm
7 cm
20 mm
30°
40 mm
78° 52°
6 cm
– 40 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Construction of Triangles (continued)
50°
4 cm
50° 50°
4 cm 4 cm
4 cm 4 cm
50° 50°
5 cm
25°
25°
– 41 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Construction of Quadrilaterals
4.2 cm
40° 140°
3 cm
140° 40°
– 42 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Construction of Quadrilaterals (continued)
5 cm
65°
7 cm
6 cm
– 43 –
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.