OUTCOME: Students will create optical illusions, understanding how perception of information may change its characteristics. Students will know the difference between an equilateral triangle and other types. Students will recognize endpoints, vertices, points and segments of triangles.
CONDITIONS: Classroom setting, time frame one class period (one hour), individual work recommended but group work is feasible.
ACTIVITIES
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¨ Discuss the following definitions; endpoints,Vertices, a point, segments and an Equilateral triangle. ¨ Orally go through all the instructions with class. ¨ Most effective procedure is to go through steps one to six with the class. ¨ Once the figure is complete discuss with the students how this procedure can be used to create optical illusion with other equilateral shapes.
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¨ Create an equilateral triangle with three equal sides measuring eight-cm. ¨ Divide sides of the equilateral triangle into eight equal parts. Use your ruler to measure. ¨ Connect two division points that are equal distances from the vertices. (Vertices = a point formed when at least two lines meet). ¨ Repeat step three, connecting segment with a corresponding point. ¨ Connect endpoints of segments drawn in step three and step four.(segment = line between to points) ¨ Divide the sides of the new triangle formed into eight equal segments. ¨ Repeat steps three and four with the newly divided triangle. ¨ Divide the sides of the newly divided triangle into eight equal segments. ¨ Repeat connections to from a fourth triangle. ¨ Repeat procedure until the triangle is to small to divide into equal segments. |
MATERIALS: Paper, Ruler, Pencil, Geometers sketch pad
METHOD OF ASSESSMENT: Students may be assessed on the Academic Rubric for basic skills and strategies. They may be assessed on the Life Skills Rubric for accuracy, problem solving, and completion.
MODIFICATIONS/ACCOMODATIONS: Allow students to do this lesson on a computer program
"Geometers sketch pad". This allows them to focus on the shape and illusion being created versus tedious measuring and neatness. Use visual instructions as a guide to the activity. Allow extra time.
STANDARDS: Mathematics -Geometry: Students will develop their ability to construct formal logical arguments and proofs in geometric settings and problems. Benchmarks: Geometry -11, 13, 16