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Unit 12.3 - g6 - Construction Triangle - LESSON PLAN

unit 12.3 - g6 - construction triangle - LESSON PLANunit 12.3 - g6 - construction triangle - LESSON PLANunit 12.3 - g6 - construction triangle - LESSON PLANunit 12.3 - g6 - construction triangle - LESSON PLANunit 12.3 - g6 - construction triangle - LESSON PLAN

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Unit 12.3 - g6 - Construction Triangle - LESSON PLAN

unit 12.3 - g6 - construction triangle - LESSON PLANunit 12.3 - g6 - construction triangle - LESSON PLANunit 12.3 - g6 - construction triangle - LESSON PLANunit 12.3 - g6 - construction triangle - LESSON PLANunit 12.3 - g6 - construction triangle - LESSON PLAN

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LESSON PLAN

Teacher:

Date Subject Mathematics


Period No. of pupils
Class Year 6 Chapter Constructions

TIERED OBJECTIVES (SUCCESS CRITERIA)


By the end of the lesson:
 All should be able to do two types of triangle construction: SAS and ASA by ruler and
protractor.
 Most should be able to construct a triangle given AAS.
 Some should be able to construct the Compound shapes which contains both line and
angle factors.

LITERACY (INCLUDING KEY TERMS)/NUMERACY


Use of correct mathematical language and notation for triangle
Keywords
protractor
included angle
SAS
included side
ASA

PROCEDURE
ACTIVATE/RECALL
TIME ACTIVITIES
10 Starter:
 Pose a problem of measuring an angle and the size of a triangle
 Recall about angle and how to construct a line.
 Recall how to use the protractor to measure and draw an angle

DEMONSTRATE
LEARNING EPISODES
10  Ask students how to construct a triangle if they know all sizes of lines and angles.
Which factors that we actually need when constructing a triangle?
 Introduce about included angle and how to construct a triangle when given two
sides and the angle between them (SAS).
 Note for student that the included angle must be between two side when they
want to construct by SAS.
10  Introduce about included side and how to construct a triangle when given two
angles and the side between them (ASA).
 Recall about the sum of three angles in a triangle. How to find an angle in a
triangle when knowing the other two?
 Pose the problem of construct a triangle when given two angles and the side not
between them
o Encourage pupils to think of the case that they are already familiar with
(ASA) and how they can relate AAS to ASA.
o Challenge pupils to test their understanding by showing how they construct
an isosceles triangle with given one angle and one side.
CONSOLIDATE
5 Constructing a parallelogram:
 Discuss how we might construct the a parallelogram given two sides and
an angle between them.
 MWB activity - Challenge pupils to test their understanding by showing
how they draw a rhombus with side length x.

PRACTICE
10  Independent practice – pupils to complete exercise in course and worksheet.

LESSON REVIEW/ EVALUATION

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