If you found this activity useful don't forget to record it in your scheme of work or learning management system. More activities designed for students in upper Secondary/High school. One way toĪddress the problem is through the use of interactive activities and Traditional teaching fails to actively involve students. Understanding Mathematics, at every level, requires learnerĮngagement. If you would like to enjoy ad-free access to the thousands of Transum resources, receive our monthly newsletter, unlock the printable worksheets and see our Maths Lesson Finishers then sign up for a subscription now: Subscribe

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There are answers to this exercise but they are available in this space to teachers, tutors and parents who have logged in to their Transum subscription on this computer.Ī Transum subscription unlocks the answers to the online exercises, quizzes and puzzles. A multi-level activity designed to encourage a systematic strategy for finding all of the different permutations. Transum breaking news is available on Twitter and if that's not enough there is also a Transum Facebook page.Ĭolour the sweet wrappers so that no two are the same. You can listen to the podcast while you are commuting, exercising or relaxing. The newsletter is then duplicated as a podcast which is available on the major delivery networks. 'I think this is a brilliant website as all the students enjoy doing the puzzles and it is a brilliant way to start a lesson.'Įach month a newsletter is published containing details of the new additions to the Transum website and a new puzzle of the month. These starters have saved my time and have made my lessons enjoyable.'Ĭomment recorded on the 3 October 'Starter of the Day' page by Mrs Johnstone, 7Je: They are of immence help and the students enjoy them very much. 'I am thankful for providing such wonderful starters. Are you a mathematician?Ĭomment recorded on the 6 May 'Starter of the Day' page by Natalie, London: Mathematicians are not the people who find Maths easy they are the people who enjoy how mystifying, puzzling and hard it is. D. RHS - right angle, hypotenuse and another side.C. ASA or AAS - two angles and a corresponding side.B. SAS - two sides and the included angle.The diagrams areįor each pair of triangles select the correct description of congruency. This is level 1 Determining whether two triangles are congruent and finding the reason. I hope that this isn't too late and that my explanation has helped rather than made things more confusing.Pairs Level 1 Level 2 Level 3 Similar Shapes Exam-Style Description Help More Geometry You can then equate these ratios and solve for the unknown side, RT. If you want to know how this relates to the disjointed explanation above, 30/12 is like the ratio of the two known side lengths, and the other ratio would be RT/8. Now that we know the scale factor we can multiply 8 by it and get the length of RT: If you solve it algebraically (30/12) you get: I like to figure out the equation by saying it in my head then writing it out: In this case you have to find the scale factor from 12 to 30 (what you have to multiply 12 by to get to 30), so that you can multiply 8 by the same number to get to the length of RT. The first step is always to find the scale factor: the number you multiply the length of one side by to get the length of the corresponding side in the other triangle (assuming of course that the triangles are congruent).

Triangle congruence criteria