Triangle Animals

There are two main reasons for using this problem in the classroom. The first is to encourage children to develop a systematic approach to solving problems. The second is to enable them to understand that rotating a shape does not change the shape itself, it just puts it in a different place (or orientation). Both these ideas can be touched upon as you introduce the problem.

 

To begin with, explore just two triangles. This might be best done by having large cut out triangles on the floor, or using some on an interactive whiteboard.

 

Give learners time to explore in pairs using triangular blocks, or triangles cut from paper/card (this sheet may be useful). Make sure you allow time for them to 'play' with the ideas before asking about the number of different solutions.

 

As they begin to consider how many possible solutions there are for two triangles, and how they know, listen out for pairs who are coming up with a system of some sort to keep track of their thinking. If necessary, suggest to the group that one of the triangles could be kept still while you look at the different positions of the second triangle. This will encourage them to move the second triangle around the first in a particular direction i.e. having a system so that no possibilities are left out. Then, by looking at each of the different shapes and rotating them, children can be asked what they notice. (They are all the same.)

 

In this way, the class can conclude that in fact there is only one way to put two triangles together. This initial exploration and discussion will equip them for tackling the main parts of the problem in their pairs.

 

Have you decided what is the same and what is different?

How do you know that you have them all?