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Welcome to the "Tri-Tri Again" Paideia Project.

In this project, students will learn how triangles fit together and the relationships that triangles have with other polygons. They will learn the vocabulary that is required to converse with others about their triangles and polygons.

This is an ongoing project that will require the student to continue to add to it throughout the year. We will start the project at the beginning of the year by drawing and measuring and labeling the various geometric objects we will learn about. As the project progresses, the overall project will continue to add to itself. Everything will/must connect and share parts with other objects. So, we will start with basic objects and move to more advanced objects as we learn about them. All objects we learn about are to be included in the project, with measurements of all parts (angles, segment lengths, arc measures, etc.) This project should be composed on a stiff paper like a file folder. It should measure approximately 45 x 60 cm. (I'll leave it to you to figure out what size that is in inches). Measurements need to be accurate and geometrically correct, such as all the angles in a triangle must add up to 180.



Didactic
|| ==Coaching == || ==**Seminar** == || Triangle Diagonal Parallelogram Quadrilateral Pentagon Polygon
 * Geometric terms:

Non-geometry terms: brace rigid frame stable || Explain and discuss SSS,SAS and ASA Where can they be used Show triangles which are not rigid and show why they are not Determine how triangles and polygons can interact with each other || ====== ====== Who uses this? What is it’s importance what is the most usefull part of this idea? Where in real life can this interconnection be used? Where is this not used, and where do you not want rigidity in a structure Who do you think were the people who devised this: mathematicians or architects or construction workers ||




 * Above, on the right, is an example of a drawing showing interconnected triangles and squares. This project should use all the shapes we have learned in Geometry class, including measurements ||

Rubric for project:
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Mathematical Concepts || Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). || Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). || Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). || Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. ||
 * Use of Manipulatives || Student always listens and follows directions and only uses manipulatives as instructed. || Student typically listens and follows directions and uses manipulatives as instructed most of the time. || Student sometimes listens and follows directions and uses manipulatives appropriately when reminded. || Student rarely listens and often "plays" with the manipulatives instead of using them as instructed. ||
 * Explanation || Explanation is detailed and clear. || Explanation is clear. || Explanation is a little difficult to understand, but includes critical components. || Explanation is difficult to understand and is missing several components OR was not included. ||
 * Strategy/Procedures || Typically, uses an efficient and effective strategy to solve the problem(s). || Typically, uses an effective strategy to solve the problem(s). || Sometimes uses an effective strategy to solve problems, but does not do it consistently. || Rarely uses an effective strategy to solve problems. ||
 * Mathematical Terminology and Notation || Correct terminology and notation are always used, making it easy to understand what was done. || Correct terminology and notation are usually used, making it fairly easy to understand what was done. || Correct terminology and notation are used, but it is sometimes not easy to understand what was done. || There is little use, or a lot of inappropriate use, of terminology and notation. ||
 * Mathematical Terminology and Notation || Correct terminology and notation are always used, making it easy to understand what was done. || Correct terminology and notation are usually used, making it fairly easy to understand what was done. || Correct terminology and notation are used, but it is sometimes not easy to understand what was done. || There is little use, or a lot of inappropriate use, of terminology and notation. ||