Instructional

Software
Lesson Idea Name: Triangle Inequality Theorem
Content Area: Geometry
Grade Level(s):9,10 (grade level can differ depending on where geometry falls in the particular school district)

Content Standard Addressed: MGSE9-12.G.CO.10 Prove theorems about triangles.


Technology Standard Addressed: Empowered Learner

Selected Technology Tool:
CK-12
URL(s) to support the lesson (if applicable): ck12.org

Type of Instructional Software:

Drill and Practice Tutorial Simulation Instructional Game e-books/e-references

Features of this software (check all that apply):

Assessment Monitoring/Reporting
Allows teacher to create customized lessons for students
Multi-user or collaborative functions with others in the class
Multi-user or collaborative with others outside the class
Accessible to students beyond the school day
Accessible via mobile devices
Multiple languages
Safety, security and/or privacy features

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration

Level 5: Expansion Level 6: Refinement

Lesson idea implementation: In the beginning of class, students will be split into groups and given straws of
different lengths. They will be asked to each make a triangle using only one straw. After they make their
triangle, they will be asked to measure the lengths of each side of their triangle and write down what they
notice about the relationship between the side lengths. Then they can share their observations with their
group. After some time talking in groups, the teacher will have the students share some of their observations
with the class. Use students observations to guide the conversation and strategically ask questions that could
help make useful connections. (This is the part of the lesson that may or may not take a good bit of time. You
may have a student figure it out in the beginning or it could take more time, just stay patient. Letting them
work through their thoughts will be beneficial!) Once they have made observations about the length of two
sides being smaller than the third (or some variation of this) introduce the Triangle Inequality Theorem. Next,
the students will watch the Triangle Inequality Theorem Principles video on ck12.org. After watching the
video have them open the PLIX for Triangle Inequality on CK-12.The first 4 questions are multiple choice, but
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 Instructional Software
for the fifth discussion question students will discuss the topic within their small group. After this discussion,
split the students up and have them complete the assessment on CK-12 individually. Teachers can use this to
see where everyone is at and if more videos and practice are needed. We can conclude the lesson with a brief
overview of the theorem. This lesson may take one or two days depending on how long your classes are and
how long the discussion with the straws takes. I would plan for two days, just so there is time and the the
students are not rushed making their original observations. The straws and conversation are being used as an
informal visual proof of the theorem.

Links

Triangle Inequality Video

https://www.ck12.org/geometry/Triangle-Inequality-Theorem/lecture/Triangle-Inequality-Theorem-
Principles/?referrer=concept_details

PLIX

https://www.ck12.org/geometry/Triangle-Inequality-
Theorem/?referrer=concept_details&by=ck12&difficulty=all#interactive

Assessment

https://www.ck12.org/geometry/Triangle-Inequality-
Theorem/?referrer=concept_details&by=ck12&difficulty=all#interactive

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