Take Down:

Right Triangles

Created by:
Classroom Ms. Fit

© Classroom Ms. Fit, 2016

 Right Triangle Topics

1) Pythagorean Theorem – solving for hypotenuse and legs.

2) Special Right Triangles – solving for side lengths.
3) Trigonometry – solving for missing sides and angles.

4) Other topics include finding diagonals, quadrilaterals, perimeter, area, altitude, and angles of
elevation/depression.

STOP!
© Classroom Ms. Fit, 2016
 SET-UP DIRECTIONS

1) Set up trash can basket. I divide the room, or clear a space to create a shooting range. I place two markers
on the ground for 2 point and 3 point goals. I use squishy balls or paper balls to shoot the hoops.
2) Name/number each team. I have assigned names or numbers to groups, and I have also let them choose a
name; often times it is more beneficial for time’s sake to choose for them. The game is designed for 6
teams total. Personally, four or five groups of three to five students has worked best for me. I bumped it to
six to accommodate larger class sizes; or delete/move slides to fit the needs of your smaller class. I have
used extra slides as bonus questions many times in the past.
3) Each team receives 15 points to begin. I have used x’s, or bars, to represent the number of points. I place
these points such that they are easily visible to all students; usually on the white board in the front of class.
I will draw dividers between each team, and their points, so no mistakes are made. Students will need to
get to these points easily as they will be responsible for erasing points.
4) Give teams one whiteboard, or make sure they have space to write on a mounted whiteboard. This is
essential! I DO NOT accept answers that are yelled out to me, or answers that I cannot read. This
eliminates the, “you didn’t hear me right” or “you didn’t read my answer right” arguments. Have students
select a group scribe, to write all answers on the given whiteboard.
5) Give each student an answer document. All students are responsible for answering each question, even if
it is not specific to their group. This is needed both for purposes of the game, and it gives me an
opportunity to look over their work to see if extra practice or remediation is needed. STOP!
© Classroom Ms. Fit, 2016
 GAME DIRECTIONS

1) Each team will start with 15 points. The team with the most points left at the end of the game wins.

2) Each team will have a specific question to answer in two minutes. All teams will work on the same
question. Work will be shown on the answer document provided.
1) If the first answer is incorrect, the team has the remaining time to come up with the correct answer.
2) At the end of two minutes, students must put all dry erase markers down.

3) The answer MUST be written on the whiteboard, and it must be legible, or it will be considered wrong.
There will be NO time given to rewrite an answer.
1) If the answer is correct the team will be awarded 2 TAKE DOWN points from any team(s) they like.
Example: two points could be taken from one team, or one point could be taken from two teams.
2) The team can then designate a shooter, or rotate shooters, for the opportunity to earn up to three
more TAKE DOWN points. If the basket is missed, no points are awarded or taken. If the basket is
made, the team will be awarded two, or three, TAKE DOWN points to remove using the guidelines
stated above.
STOP!
DIRECTIONS CONTINUED ON NEXT SLIDE…..
© Classroom Ms. Fit, 2016
 GAME DIRECTIONS

4) If the final answer is incorrect the following teams, in numerical/team order, will have an opportunity to
answer.
1) In order to answer, the the team must “buy-in” by giving up two of their own points. Teams not willing
to buy-in cannot answer, and the following team will have an opportunity to buy-in and answer. If no
team buys-in, then it is assumed no one understands the problem and it will be discussed as a class.
2) Teams should not be afraid to buy-in, many teams have won using this strategy.

5) If a team buys-in, and the answer is correct, the point and shooting rules apply as stated before. Points will
not be added back to their own team. TAKE DOWN points can only be used to take points away from other
teams.

6) If a team buys-in, and the answer is incorrect, no TAKE DOWN points are awarded and the team cannot
shoot for points.

7) Once the question is answered, or reviewed as a class, the following question goes to the next team in
slide order; even if it was a team that bought in on the previous question.

STOP!
8) A team out of points can regain by answering their next question correct. Max points back is two.
Additional points, after shooting, are for taking away from other teams only.
© Classroom Ms. Fit, 2016 GOOD LUCK!!
TEAM: 1 QUESTIONS: GROUP A

Team number/name
SAMPLE SLIDE

Two minute countdown timer.

Click here for sample START

sound
STOP!
Click here for sample END sound – there will be three in a row
© Classroom Ms. Fit, 2016
 GET READY!

When the slide changes, and the alarm sounds, the game has
begun…….

GOOD LUCK!!

STOP!
© Classroom Ms. Fit, 2016
TEAM: 1 QUESTIONS: GROUP A

Could the following

side lengths create a
right triangle? Explain
your reasoning 24 cm 26 cm

mathematically.
?
10 cm., 24 cm., and 26
cm. 10 cm

STOP!
© Classroom Ms. Fit, 2016
 Yes! This can be proven
by using Pythagorean
Theorem.
OR
24 cm 26 cm
This can also be proven
by noticing the primitive
Pythagorean triple
multiplied by 2.
10 cm

5, 12, 13 10, 24, 26 STOP!

© Classroom Ms. Fit, 2016
TEAM: 2 QUESTIONS: GROUP A

Find the EXACT value

of the missing side
length. Explain your
reasoning x 10 cm

mathematically.

5 cm

STOP!
© Classroom Ms. Fit, 2016
The missing side length
can be found by using
Pythagorean Theorem and
leaving the result in
simplest radical form.
10 cm
OR 𝒙 = 𝟓 𝟑 cm
Since this is a right
triangle, you can also use
the given side lengths as
clues to a pattern. This is
a 30,° 60,° 90° triangle; so,
5 cm

the pattern is a, 2a, a 𝟑 STOP!

© Classroom Ms. Fit, 2016
TEAM: 3 QUESTIONS: GROUP A

x y
Find the EXACT values
of the missing side
lengths x and y.
Explain your 14 cm.
reasoning
mathematically.

STOP!
© Classroom Ms. Fit, 2016
 These can be found
x= 7 𝟐 y= 7 𝟐
using Pythagorean
Theorem.
OR
These can be found
14 cm.
using a special right
triangle pattern. This is
a 45,° 45,° 90° triangle; so,
the pattern is a, a, a 𝟐
STOP!
© Classroom Ms. Fit, 2016
TEAM: 4 QUESTIONS: GROUP A

Find the values of the

missing side lengths. 12 cm.
Explain your y
reasoning
mathematically. 60°
x
If needed, round
answers to the
STOP!
nearest hundredth.
© Classroom Ms. Fit, 2016
 These can be found
using the 30,° 60,° 90°
triangle pattern; a, a, 12 cm.
a 𝟑. y= 6 𝟑 𝐜𝐦.
𝐨𝐫 𝟏𝟎. 𝟑𝟗 𝐜𝐦.
OR
These can be found 60°
using trigonometry;
x= 6 cm.
SOH-CAH-TOA.
°
STOP!
© Classroom Ms. Fit, 2016
TEAM: 5 QUESTIONS: GROUP A

Find the values of the

missing side lengths x
14cm.
and y. Explain your x
reasoning
mathematically.
75°
If needed, round y
answers to the
STOP!
nearest hundredth.
© Classroom Ms. Fit, 2016
 These can be found
using trigonometry;
SOH-CAH-TOA.
14cm.
x= 13.52 cm.

75°
y= 3.62 cm.
STOP!
© Classroom Ms. Fit, 2016
TEAM: 6 QUESTIONS: GROUP A

Find the value of the x°

missing angle. Explain
your reasoning 24 cm.
mathematically. 48 cm.

Round your answer to

the nearest whole
number.
STOP!
© Classroom Ms. Fit, 2016
 The missing angle can
be found by using
special right triangles; x= 30°
this is a 30 °, 60,° 90°
triangle based on the 24 cm.
side lengths. 48 cm.
OR
You can use an inverse
trigonometry function.
STOP!
© Classroom Ms. Fit, 2016
TEAM: 1 QUESTIONS: GROUP B

Find the altitude

of the isosceles
triangle. x

Round your
answer to the 65°
nearest hundredth
if needed.
STOP!
© Classroom Ms. Fit, 2016
18 in.
 The altitude can be
found by using
trigonometry.

x= 19.30 in.

65°

STOP!
© Classroom Ms. Fit, 2016 18 in.
TEAM: 2 QUESTIONS: GROUP B

Find the perimeter

of the isosceles
triangle.
20 in.
Round your
answer to the 52°
nearest hundredth
if needed.
STOP!
© Classroom Ms. Fit, 2016
 The missing sides can
be found by using
trigonometry. 25.38 in.

Perimeter = 82.02 in. 20 in.

52°

STOP!
© Classroom Ms. Fit, 2016
31.26 in.
TEAM: 3 QUESTIONS: GROUP B

Find the area of

the rectangle.
12 in.
Round your
answer to the 22°
nearest hundredth
if needed.
STOP!
© Classroom Ms. Fit, 2016
 The missing sides can
be found by using
trigonometry.
12 in.
4.50 in.

22°
Area = 50.09 in.

11.13 in.
STOP!
© Classroom Ms. Fit, 2016
TEAM: 4 QUESTIONS: GROUP B

The area of the

square is 36 𝐢𝐧𝟐 . x
What is the length
of the diagonal?

Round your
answer to the
nearest hundredth
STOP!
if needed.
© Classroom Ms. Fit, 2016
 Once you find the sides
of the square using the
area, you can use
trigonometry, special x= 6 𝟐 in.
Sides =
right triangles or or 8.49 in.
6 in.
Pythagorean theorem.

STOP!
© Classroom Ms. Fit, 2016
TEAM: 5 QUESTIONS: GROUP B

What is the
altitude of the
14in. x
rhombus?
68°
Round your
answer to the
nearest hundredth
if needed.
STOP!
© Classroom Ms. Fit, 2016
 The altitude can be
found using
trigonometry.
14in. x= 12.98 in.
68°

STOP!
© Classroom Ms. Fit, 2016
TEAM: 6 QUESTIONS: GROUP C

The perimeter of
the equilateral
triangle is 9 in.,
what is the area of
the triangle?
AREA ??

Round your
answer to the
nearest hundredth
if needed. STOP!
© Classroom Ms. Fit, 2016
 After finding the side
AREA= 3.90 𝐢𝐧𝟐
lengths of the triangle,
or 2.25 𝟑 𝐢𝐧𝟐
you can use
Pythagorean theorem,
special right triangles,
or trigonometry to find
the altitude.

You will then use the

altitude to find the area STOP!
of the triangle.
© Classroom Ms. Fit, 2016
TEAM: 1 QUESTIONS: GROUP C

A ladder leaning against a house makes a 30 with

the ground. The foot of the ladder is 6 ft from the
foot of the house. How long is the ladder?

Round your answer to the nearest hundredth if

needed.

STOP!
© Classroom Ms. Fit, 2016
 The length of the ladder can be found using
special right triangles or trigonometry.

Length of ladder = 4 𝟑 ft or 6.93 ft.

STOP!
© Classroom Ms. Fit, 2016
TEAM: 2 QUESTIONS: GROUP C

What is the angle of elevation, of the top of a

building, as you stand 400ft away from the
base and are looking up to the top of a
building; which stands at 850 ft tall.
(Remember: elevation means looking up from a
parallel)

Round your answer to the nearest whole

STOP!
STOP!
number.
© Classroom Ms. Fit, 2016
 Use inverse trigonometry to find the angle of
elevation.

Angle of elevation = 65°

STOP!
© Classroom Ms. Fit, 2016
TEAM: 3 QUESTIONS: GROUP C

You are planning to build a 16 ft. ramp with a

max height of 2 ft. What is the approximate
horizontal distance needed to properly
construct the ramp?

Round your answer to the nearest hundredth.

STOP!
© Classroom Ms. Fit, 2016
 You can use Pythagorean theorem to find the
approximate horizontal distance.

Approximate horizontal distance ≈ 𝟏𝟓. 𝟖𝟕 𝐟𝐭.

STOP!
© Classroom Ms. Fit, 2016
TEAM: 4 QUESTIONS: GROUP C

You are in a hot air balloon 450 ft above a point

on the ground. You see your friend standing at
the launch site, 700 ft from the point directly
below the balloon you’re riding in. What is the
angle of depression, of your line of sight, as
you look at your friend to wave hello?

Round your answer to the nearest whole

STOP!
number.
© Classroom Ms. Fit, 2016
 You can use inverse trigonometry to find either
angle in the triangle made by the balloon, height
of the balloon and launch site. Use that angle to
find the angle of depression.

Angle of depression = 33°

STOP!
© Classroom Ms. Fit, 2016
TEAM: 5 QUESTIONS: GROUP C

You are standing 300 ft directly below a

fireworks display. The noise becomes over
bearing and you decide to run back to where
your family is watching, 500 ft away. What will
be the angle of your view to watch the
fireworks once you are back with your family?

Round your answer to the nearest whole

STOP!
number.
© Classroom Ms. Fit, 2016
 You can use inverse trigonometry to find the angle
of your view, which is the angle of elevation.

Angle of your view (angle of elevation) = 31°

STOP!
© Classroom Ms. Fit, 2016
TEAM: 6 QUESTIONS: GROUP C

You are standing atop a 400 ft cliff helping

your friend make plans to build a zip line for his
new adventure park. The angle of depression
from your line of sight to see your friend, who
is standing opposite you on a 100 ft cliff, is 15°.
What is the minimum amout of line needed to
create the ride?

Round your answer to the nearest whole

number. STOP!
© Classroom Ms. Fit, 2016
 You can use trigonometry to find the length of the
line, which is just the hypotenuse of the triangle
made.

The minimum about of line needed is = 1159 ft.

STOP!
© Classroom Ms. Fit, 2016
 THE END!!

STOP!
© Classroom Ms. Fit, 2016
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© Classroom Ms. Fit, 2016

© Classroom Ms. Fit, 2016