Mathematics problem: Triangles in circles.
The National Strategies Last update: 2011
This mathematical problem challenges learners to apply and extend what they know about angles in triangles, to develop key processes and applications. Find out what the problem involves, the benefits of using it in the classroom and the range of processes it can help learners to develop.
http://www.directoryofchoice.co.uk/ Last update: 2011
Lesson plan based on experience of how the 'Triangles in circles' problem develops in the classroom. This format might be useful to give a feel for the sequence of the learning.
The National Strategies Last update: 2011
Overview of problem in which pupils draw some isosceles triangles with an area of 9 cm 2 and a vertex at the point (20, 20). If all the vertices must have whole-number coordinates, how many triangles is it possible to draw? There is interactivity to support discussion and the organisation of solutions if required. Actual problem and teaching notes available at nrich.maths.org.
The National Strategies Last update: 2011
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http://www.directoryofchoice.co.uk/ Last update: 2011
Tabular lesson plan set against each of the mathematical processes for the 'Triangles in circles' problem. This format is useful to help teachers take specific actions to help pupils focus on a particular sub-strand of the mathematical processes.
The National Strategies Last update: 2011
Lesson plan based on experience of how the 'Isosceles triangles' problem develops in the classroom. This format might be useful to give a feel for the sequence of the learning.
The National Strategies Last update: 2011
A description of how the mathematical key processes relate to the Triangles in Circles problem, including specific actions teachers might take to help pupils focus on and develop particular key process skills.
http://www.directoryofchoice.co.uk/ Last update: 2011
Mathematics problem: Isosceles triangles.
The National Strategies Last update: 2011
Overview of problem in which pupils are given the start of a triangle of terms. Each fraction in the triangle is equal to the sum of the two fractions below it. Pupils are asked to extend the triangle, notice patterns and justify their continuation. Actual problem and teaching notes available at nrich.maths.org.
The National Strategies Last update: 2011
