Unit 5 Relationships In Triangles Homework 6 Triangle Inequalities

Students investigate the interior angles of triangles using geometry. They examine the angles of the equilateral triangle, right triangle, isosceles triangle, and scalene triangle. They also examine the differences in the angles of the equilateral triangle, right triangle, and isosceles triangle. Students then write an inequality to solve the problem of finding the sum of the measures of the interior angles of a triangle. They explore regular polygons, comparing the angle sum of a triangle to the angle sum of a regular polygon. They draw regular and irregular polygons and explore their properties. Finally, students share their explorations and also begin to investigate the relationship between the angle sum of a triangle and the interior angles.

Goals and Learning ObjectivesStudents explore properties of a triangle.Students graph the relationship between the angles of a triangle and its interior angles.Students build on their knowledge of the properties of polygons.Students draw and label a pictorial representation of the property of the angle sum of a triangle.

Students use inequalities to identify possibilities for a number given certain conditions. They also use inequalities to represent the relationships of pieces of music in a song and to create a diagram that models the relationship between a song's lyrics and its melody.

Students solve inequalities, whether in the form of a ratio, a percentage, a fraction, or a difference, to find a solution. They also use inequalities to graph and model a variety of real-world situations. They use their graphing skills to create pictures to represent the relationships.

Students write inequalities to solve a variety of real-world problems such as selling a house and paying a real estate agent a commission, estimating the volume of a box, and modeling the connection between the cost of a house and its square footage. They also write inequalities to model the relationship of the cost and revenues of holding a school dance.

Students should be able to identify the correct inequality for each problem. Students should be able to describe the properties of inequalities and their use in the given situations. Students should be able to calculate the missing angle measures.

Describe the relationship between the lesson's key concepts and the lesson's objectives. What steps did you use to teach the lesson? What problems did you experience? For example, did you have a challenge understanding the key concepts? How did you address this challenge?

Students solve word problems about the area of a triangle and the price of a house. They represent the area and the price with variables, write an inequality, use the properties of inequality to solve the inequality, and use the result to solve the word problem.

Students solve word problems about the lengths of the sides of a triangle, including real-world situations. Students represent a quantity with a variable, write an inequality, use the properties of inequality to solve the inequality, and use the result to solve the word problem. 827ec27edc