Triangles Essay, Research Paper
Thales & # 8220 ; Ship at Sea & # 8221 ; Activity
Purpose: The intent of the activity was to larn that the Corresponding Partss
of Congruent Triangles are Congruent ( CPCTC ) , and how you can utilize it in
different state of affairss. We familiarized ourselves with the corresponding parts of
congruent trigons.
We besides were supposed to happen the distance to an object without really
mensurating the distance to that object straight.
Measure one: Suzie Pipperno and I had to pick a concrete block about 40 pess
off from the pavement in dorsum of the school.
Measure two: We so tried to aline a cone with the cement block without acquiring
near to it.
Measure three: We had to gait out a certain distance, 10 stairss, from the cone,
topographic point a flag, the gait the same distance once more, in a uninterrupted section, and
topographic point another cone.
Measure four: We walked at a right angle to the 2nd cone until we had the cement
block and the flag absolutely in line.
Measure five: We took a twine and stretched it the distance from the 2nd cone
to the topographic point we stopped walking.
Measure six: We placed the twine against a tape step and found that the
approximative distance from the cement block to the first cone was 30 eight
feet-two inches.
Measure seven: We used the twine to mensurate the exact distance from the cement
barricade the first cone utilizing the tape step to mensurate the twine, which was
40 two feet-one inch.
Measure Eight: We used the twine to acquire an exact measuring from the first cone
to the flag. Then used the twine to rectify the distance of the 2nd cone
from the flag.
Measure nine: We walked at a right angle from the 2nd cone until the flag and
the cement block are lined up once more.
Measure 10s: We used the twine and tape step to mensurate the distance of the
way we walked and came up with 40 one feet-two inches.
Decision: We were able to reason, without straight mensurating the distance to
the cement block, that the distance to the block was approximatel
y forty one
feet-two inches.
Relation: The manner this activity relates to our mathematical surveies is that it
familiarizes us with the congruent parts of congruent trigons, and Teachs us
that you can utilize the congruity of trigons in existent life.
How we proved the trigons congruent: If you look at the affiliated diagram you
will see that there are 2 sides with a | through them. That means that those
sides, or line sections, are congruous. You will besides notice two angles with
? s crossing their angle step. That means that that those two angles are
congruent. Besides you will see two sides with a || through them. That means the
same thing as the first brace of sections with the | through them, but it
signifies that those two line sections are congruous with each other and non the
other two. These trigons are congruent by a posit SAS ( Side-Angle-Side ) .
Which states that if two trigons have a Side an Angle and a Side Congruent
so both of the trigons are wholly congruous.
Remarks on Activity: I think that the activity was worthwhile, because I
learned how mistakes in measuring and sighting can do inaccuracies in
measured distences, and the larger the distances you are working with, the
larger the mistakes.
Idea to Better or Widen: My thought is to make the activity three times, and in
each have the block at a different distance. This would enable you to see how
distance effects truth.
Glossary
Angle- an angle consists of two different beams that have the same initial point,
the vertex.
Congruous angles- two angles that portion the same step
Congruous segments- two sections that portion the same step
CPCTC- abbreviation for matching parts of congruent trigons are congruous
Postulate-A statement accepted without cogent evidence as true
SAS Postulate-If two sides and the included angle of one trigon are congruous
to two sides and the included angle of another trigon, so the two trigons
are congruous
Triangle- A polygon with three sides
