Why do this
problem?
This activity is a good one to try with young children once
they are familiar with the properties of a triangle. Often, they
associate the name "triangle" with a shape in a particular
orientation and this problem is an excellent way to challenge this
assumption. Other children may dismiss all $3$-sided shapes as
triangles without looking at their other attributes. The activity
will require pupils to look carefully at each shape and scrutinise
its properties.
Possible approach
You could start by asking the group to tell you what they know
about triangles. You could then ask one child to draw a triangle on
the board and ask someone else to draw a different triangle. Invite
the group to talk about what is the same and what is different
about them. In this way, the discussion will include shape, size
and orientation, but you could draw some triangles yourself to
bring out certain aspects.
Next you could show the group the interactivity on an
interactive whiteboard or show them the triangles on
these sheets . (The first
page has the triangles in colour, the second in black and white so
that it can be photocopied.)
After this you could encourage the group to work in pairs so
that they are able to talk through their ideas with a partner. This
could be done at a computer or using the sheets of triangles to cut
out and sort. Listening to their justifications can reveal a lot
about their understanding of similar triangles, even though this
terminology is not used.
Key questions
What do you see if you turn this triangle round? Do the two
look the same shape now?
What is the difference between these two triangles and what is the
same?
Possible extension
Children could draw their own families of triangles and label the
differences and similarities.
Possible support
Use
this sheet so that the
triangles can be cut out, then rotated and placed on top of one
another.