## Triangles Everywhere Lab Sheet.docx - Section 2: Explore

*Triangles Everywhere Lab Sheet.docx*

*Triangles Everywhere Lab Sheet.docx*

# Triangles Everywhere

Lesson 4 of 8

## Objective: SWBAT find the sum of the measures of the angles in any polygon and the measure of one angle inside a regular polygon.

#### Launch

*5 min*

**Problem of the Day**(POD) sheet and begin to work on the question on the SMART Board. The POD allows students to use

**MP3**in the discussions we have about the problem each day.

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#### Explore

*30 min*

In this activity, students explore the measures of interior angles of polygons. By completing it, students develop a method for determining the sum of the angles in several polygons. Students begin by sectioning each polygon into triangles. This is accomplished by drawing all of the diagonals from one vertex, in other words, a line connecting one vertex with all the other non-adjacent vertices in the polygon. Since the sum of the measures of the angles in a triangle is 180°, the sum of the measures of the angles for any other polygon is equal to the product of the number of triangles that fit in it and 180°. Some students may notice that the number of triangles formed is always 2 fewer than the number of sides the polygon has, further simplifying the formula.

As a class, we use this strategy to determine a formula for the measure for each angle in a *regular* polygon. Remind students that angles in a regular polygon are congruent. So, students can find the sum of the measures of the angles in the polygon and divide by the number of angles. However, if a polygon is not regular, then we cannot determine with certainty the measure of any one angle without additional information.

#### Resources

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#### Landing

*5 min*

To finish class, students respond to an exit ticket prompt asking them to summarize their learning in the activity. I say, “Describe how to find the sum of the measures of the angles in a pentagon.” Through this, I want to see if students understand the activity and the underlying concept. Do students get it? Do they recognize the pattern? Can they apply it to other polygons? Can they explain it?

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Environment: Urban

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###### Constructing an Equilateral Triangle

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*Resources(15)*

Environment: Urban

- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability