Who am I to say no to such a wonderful structure?
We reviewed some geometric terms: Acute, right, obtuse, scalene, isosceles, and equilateral. Then we gave them a challenge: create a triangle with each of the vocabulary terms: one for sides and one for angles. They realized that they had to create nine total triangles.
Students got started by building an equilateral acute triangle. It was a solid beginning with students easily conquering that task:
Many thought they'd finish all of them inside of 10 minutes... then they tried the next one.
If the piece doesn't fit, you must acquit!
Why do these teachers constantly try to trick us?
"...when I built an isosceles triangle, it looks like there are two angles that are always the same too.... So maybe when sides are the same length the angle is the same degrees?"
Those two acute angles look eerily similar
I loved all of the discussion and discovery this lesson gave the students. Erika and I facilitated discussion, but we never clued them into the 'impossibility' of building a right equilateral triangle. They came to this conclusion on their own and were successfully able to argue (in a middle school way) why it wasn't possible to build such a shape.
I'm excited to see how they apply this knowledge to the rest of our geometry unit!
Collaboration for the win!