Geometer sketchpad lessons6/5/2023 ![]() Since the altitude of the is perpendicular to its base, we must construct a segment perpendicular to PR and passing through Q. What can you say about the measure of the base of the triangle?ġ8.) Next, we construct the altitude of triangle PQR. To do this, click points P and R, click the Measure menu and click Distance.ġ7.) Move point Q. To display the length of the base we just have to find the distance between P and R. So, let us see what happens to the length of the base and the altitude when we move point Q. What do you observe? Can you think of the reason why your observation is such?ġ6.) The area of a triangle is the product of its base and its altitude. Notice that a text containing the area of PQR appeared at the left corner of your drawing area.ġ5.) Move point Q. Now, we will observe what happens to the area of the triangle if we move point Q along the line parallel to PR.ġ4.) To display the area of the triangle, click the interior of the triangle, click the Measure menu, then click Area. Part II: Exploring the Properties of the Dancing Triangle If more than one object is selected, click the blank part of the drawing area, then click point A.Ħ.) In the Properties dialog box, click the Label tab and change the name of A to P as shown in Figure 3 and click the OK button when you are done.įigure 5 – Triangle PQR with with three of its vertices on two parallel lines. Note: Be sure that only point A is selected. To rename point A to Q, select point A, click the Edit menu from the menu bar and click Properties. The arrow tool is used in selecting and moving objects.ĥ.) Next, we change the name of the two points to P and R. If you have not read tutorial 1, we select an object by clicking the arrow tool and clicking the object. ![]() Ĥ.)Display the label of the two points by selecting both of them, clicking the Display menu from the menu bar and selecting Show labels from the list. Notice that Sketchpad names the objects in alphabetical order. Part I: Constructing the Dancing TriangleĢ.) Click the arrow at the straightedge tools and choose line tool.ģ.) Click two distinct locations on the drawing area to construct line AB. measure the distance between two pointsįollow the steps below to construct the Dancing Triangle. ![]() construct perpendicular and parallel lines.In constructing the figure, we will learn the following skills: Moreover, qualitative data suggested that boys showed greater interest in the computer-based learning environment than girls in the experimental groups although no significant gender effect on achievement was found.Figure 1 – Triange PQR with three of its vertices on two parallel lines. Also, students' comments and interpretations during lessons and tests were more accurate and advanced in the experimental group as they engage more in the DGE. ![]() Furthermore, students in the experimental group showed greater interest and motivation toward learning geometry compared to those in the control group whom often showed lack of interest and curiosity. The results showed that the DGE together with open-ended explorations significantly improved students' performances in polygons and congruency and similarity of polygons. Qualitative data were collected through videotaped classroom observations. An achievement test was administered as pre-test, post-test, and delayed post-test in both groups. The students in the experimental group taught with a DGE, while the students in the control group received textbook-based direct instruction. Two groups of sixth grade students were selected for this study: an experimental group composed of 66 students (34 boys and 32 girls) and a control group composed of 68 students (35 boys and 33 girls). Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: a b s t r a c t The purpose of this study was to investigate the effects of using a dynamic geometry environment (DGE) together with inquiry-based explorations on the sixth grade students' achievements in polygons and congruency and similarity of polygons. in Word or Tex form) to their personal website or institutional repository. ![]() In most cases authors are permitted to post their version of the article (e.g. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. This article appeared in a journal published by Elsevier. ![]()
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