Unit 1, Lesson 1

What’s Up, Triangle?

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Integrated Math 2

1.1

Warm-up

What do you notice? What do you wonder?

1.2

Activity

Let’s investigate triangles.

Record the length of your short grid strip as the length of segment . Then choose a number between 4 and 10 to record as the length of segment . The values you choose for and can be the same, but no one in your group should have the same values as you do for and . Once you have chosen your value for , draw that length on your graph paper.
1. =
2. =
Use your long grid strip to measure different possible lengths for so that and your fixed lengths make a triangle. Include at least one of each of the following, recording your findings below.
1. obtuse triangle
2. acute triangle
3. right triangle
  
  length length length
Compare your list of side lengths with those of your group. What observations can you make about the length of ?

1.3

Activity

Use the available tools to figure out if each set of three side lengths could make a triangle.
1. 4, 6, 7
2. 4, 6, 100
3. 4, 6, 6
4. 4, 6, 10
5. 4, 6, 0.5
6. 4, 6, 2
A triangle has two sides that measure 7 and 12.
1. What is a length for the third side that is too long?
2. What is a length for the third side that is too short?
3. What is a length for the third side that would create a triangle?

Student Lesson Summary

Triangles are made up of three sides, but can those side lengths be any values? Can a triangle have side lengths 4, 6, and 100 units? No, because 4 and 6 aren’t long enough to reach the endpoints of a side with 100 as a length.

Another example is 4, 6, and 2 units. To meet at the endpoints, lengths 4, 6 and 2 would form a line segment.

But the side lengths 4, 6, and 8 units will form a triangle.

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What’s Up, Triangle?

Warm-up

Activity

Activity

Student Lesson Summary

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