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Properties of Triangles and Quadrilaterals: Problem Solving

This lesson focuses on reviewing the mathematical concept of properties of triangles and quadrilaterals and problem solving steps. Children are encouraged to read, understand, and find information to solve problems independently. They also create and solve their own problems.

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Properties of Triangles and Quadrilaterals: Problem Solving

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  1. Implementation Review the mathematical concept. Review the problem solving steps. READ: Children read the part that is asking them to find something out. UNDERSTAND: Children explain what they need to find out. Children identify what information they will need to find it out. Remove the coloured rectangle. Children find the information they need to find it out. CHOOSE A STRATEGY: Children identify strategies that they could use to find it out. USE A STRATEGY: Children use a strategy to find it out. Children record their thinking as they find it out. CHECK: Children reread the part that asked them to find something out. Children check that they have found it out. Children check they have recorded their solution correctly. Children follow the problem solving steps to solve the 2nd level of the problem, with minimal teacher guidance. Children who solve the 2nd level, follow the problem solving steps to solve the 3rd level of the problem independently. Children use the problems as a guide to create their own problem, either alone or in pairs/small groups. Children solve their own problem. Throughout the lesson, children share solution strategies. At the end of the lesson, children explain how they created their own problems.

  2. Problem Solving Properties of Triangles and Quadrilaterals Alice constructed a shape with 3 acute angles and no other angles. What could the shape have looked like? Alice constructed a shape with 2 acute angles and 1 obtuse angle and no other angles. What could the shape have looked like? Alice constructed a shape with 3 equal acute angles and no other angles. What could the shape have looked like? Create your own problem! Now solve it! Measurement and Geometry 49

  3. Problem Solving Properties of Triangles and Quadrilaterals Which of these is an isosceles triangle? Not to scale. Which of these is an equilateral triangle? Which of these is a scalene triangle? Create your own problem! Now solve it! Measurement and Geometry 49

  4. Problem Solving Properties of Triangles and Quadrilaterals What is the size of the unlabelled angle? Not to scale. a. 115° b. 120° c. 130° d. 145° What is the size of the unlabelled angle? Not to scale. 115°b. 120° c. 130° d. 145° Create your own problem! Now solve it! Measurement and Geometry 49

  5. Problem Solving Properties of Triangles and Quadrilaterals Mark constructed a shape that had 2 acute and 2 obtuse angles and no other angle. What could the shape have looked like? Mark constructed a shape that had 3 acute and 1 reflex angles and no other angle. What could the shape have looked like? Mark constructed a shape that had 4 unequal acute angles and no other angle. What could the shape have looked like? Create your own problem! Now solve it! Measurement and Geometry 49

  6. Problem Solving Properties of Triangles and Quadrilaterals Michael drew a quadrilateral. It has a certain number of 50° angles and the same number of 130° angles. It has no other angles. The quadrilateral is a a. square b. rhombus c. rectangle Michael drew a quadrilateral. It has a certain number of 90° It has no other angles. Michael drew a quadrilateral. It has a 40°and a 60°angle and 2 130° angles. It has no other angles. Create your own problem! Now solve it! Measurement and Geometry 49

  7. Problem Solving Properties of Triangles and Quadrilaterals Ann enlarged this shape. The size of the angles be in her enlarged shape will be 50°, 85° and a. 180° b. 45° c. 85° d. 50° Ann enlarged this shape. The size of the angles be in her enlarged shape will be 75°, 84° and a. 21° b. 84° c. 75° d. 180° Create your own problem! Now solve it! Measurement and Geometry 49

  8. Problem Solving Properties of Triangles and Quadrilaterals Mark constructed a shape that had 2 acute and 2 obtuse angles and no other angle. What could the shape have looked like? Mark constructed a shape that had 3 acute and 1 reflex angles and no other angle. What could the shape have looked like? Mark constructed a shape that had 4 unequal acute angles and no other angle. What could the shape have looked like? Create your own problem! Now solve it! Measurement and Geometry 49

  9. Problem Solving Properties of Triangles and Quadrilaterals • This is the map of a running track. • At which turn do the runners make the least change of direction? • This is the map of a running track. • At which turn do the runners make the greatest change of direction? • This is the map of a running track. • At which turn do the runners make the second greatest change of direction? Create your own problem! Now solve it! Measurement and Geometry 49

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