5.5 Triangle Inequality Worksheet Answers REPACK

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In this school, it was possible to strengthen the use of technology in thecontext of mathematics. In addition, it was possible to apply the resourcesavailable in the school (mathematics and technology) to the teaching of corecurricular subjects, as well as to integrate the first group of students withthe school environment. A wide variety of techniques, such as exercises, case studies, worksheets, and graphics, were used to motivate students to learn and solve problems.

In general, the school presented itself with a collaborative, cheerfulenvironment. A final evaluation took place, in which the students have topresent what they learned about the following topics: the triangleinequality, the sides, the area of the triangle, the sum of the sides, thesum of the angles, the perimeter of the triangle, the area function, thelength of the sides, and the area of the area function. Finally, the teachergave explanations about the methodology that was used.

Once constructed, the outline of the area function and the constructionof the triangle used as a tool were analyzed and discussed. Participantsalso analyzed the construction of the area function and proposed alternativemethods for a solution.

After the sixth HLT, the teachers of the school have a betterunderstanding of the nature of the triangle inequality. In particular, theyunderstand that the triangle inequality is not a property of the area of atriangle, but rather the condition for the uniqueness of the triangulationof the figure. After the seventh HLT, the teachers analyze thedata and the graphs obtained in GeoGebra and construct the area functionin GeoGebra.

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