In my capstone class for future secondary math teachers, I ask my students to come up with ideas for *engaging* their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Taylor Vaughn. Her topic, from Geometry: defining the terms acute triangle, right triangle, and obtuse triangle.

How can this topic be used in your students’ future courses in mathematics or science?

As soon as you think triangles are gone, they are not. In pre-calculus you will address these triangles again, but in a different outlook. In pre-calculus you will notice patterns associated with sin, cos, tan and the different triangles, acute, obtuse, and right. Also there is a cool theorem called Pythagorean Theorem, a^{2 }+ b^{2} =c^{2}, where a and b are the legs and c is the hypotenuse. This theorem you will forever use, no matter how up in math you get. In calculus right triangles are used for trig substitutions. Trig substitution is instead of using the number, you use sin, cos, tan, sec, to solving different equations. So triangles you want to always remember because in math everything is linked together amd almost everything is a pattern.

How has this topic appeared in pop culture (movies, TV, current music, video games, etc.)?

This semester I have the pleasure of working at the Rec. Being a supervisor for intramurals causes me to a lot of the behind the scenes work that I didn’t know happened. One is turning a patch of grass into a football field. I know you probably thinking what does this have to do with anything, but I actually used 3-4-5 triangles, right triangles, to draw the field. So when laying down the basics of the field we had to mark of 15 yards from a fence so that participants would hurt themselves. Then I placed the stake at that spot. Then we tied twine around the stake and walked down 100 yards and placed a stake. Then wrapped a new piece of twine to the new stake and measured of 40 yards for the width (measurements comes from NIRSA handbook, which are the rules we go by for flag football). Then did the same for the other side to get a rectangle of a length of 100 yards and with of 40 yards. When I saw this paint can, it then hit me that we had to actually paint this. SO my question was “How am I supposed to get straight line?” Well to my shock, my boss pulls up the measuring tape and said “a 3-4-5 triangle!” Who knew! So for the first corner we measured down the twine 3 yards and then 4 yards going into the field and placed a stake. Then we had to twine the two together measuring to see if it was 5 yards. If it wasn’t we had to keep moving the stakes till they were. Once it was it was for sure that the twine was straight and you could use the paint machine and just push along the line. You do this process and until all the lines are done, even for the yard marking lines , like the 20 yard line, and 40 yard line, that you see on the field. Just as shocked as I was, I bet students will be too. Here is a video to show what I am saying so if it is a little confusing the students will have a visual. Or definitely and visual you could do to show this.

How can technology (YouTube, Khan Academy [khanacademy.org], Vi Hart, Geometers Sketchpad, graphing calculators, etc.) be used to effectively engage students with this topic? *Note*: It’s not enough to say “such-and-such is a great website”; you need to explain in some detail why it’s a great website.

One cool activity I found was an online game called Triangle Shoot, where you had to classify the triangles. The game has a lot of floating triangles and on the bottom of the cursor it says what triangle you need to click. Before you start the game, it gives definitions and pictures of the triangles before starting. I played it myself and actually found it fun. For me, the timed mode was more fun due to the fact as time got closer to 0 the more pressure I felt trying to beat my previous score. And since the shapes are floating you try to click them before they float away. I also liked that the shapes are not always facing the same way, some are rotated on its side or flipped, which made it a little more difficult. It also calculates a percentage and tells you how many you got wrong and right. The only thing I wish it did was break down the hits and miss according to the triangle that way students know what triangle that understand ad don’t. I really thought this was a fun activity after introducing the vocabulary. The website is actually a good tool for students to practice what each triangle is and how they differ. Even if a school doesn’t have computers that students could actually try this in class, it is something that students could use as a practice. Also the game has a mode where you can do equilateral, isosceles, and scalene triangles. http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/triangles_shoot.htm

References

Ricalde, Paul. “3-4-5 Method, How to Get a Perfect Right Angle When Building Structures.” *YouTube*. N.p., 28 Mar. 2013. Web. 7 Oct. 2015.

“Triangle Shoot.” *Sheppard Software*. N.p., n.d. Web. 7 Oct. 2015.