Resource Type

File Type

Product Rating

Standards

CCSSMP6

CCSSMP2

CCSSMP1

CCSSHSG-SRT.C.8

CCSSHSG-SRT.C.6

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- Product Description
- StandardsNEW

This maze consists of 11 right triangles in which students must use the Geometric Mean to solve for leg, altitude, and hypotenuse segment lengths.

Students will use both Geometric Mean Theorems in this exercise:

• The altitude drawn to the hypotenuse of a right triangle separates the hypotenuse into two segments. The length of this altitude is the geometric mean between the lengths of these two segments.

• The altitude drawn to the hypotenuse of a right triangle separates the hypotenuse into two segments. The length of a leg of this triangle is the geometric mean between the length of the hypotenuse and the segment of the hypotenuse adjacent to the leg.

Not all boxes are used in the maze to prevent students from just guessing the correct route. In order to complete the maze students will have to use Geometric Mean 9 times.

Answer key is included.

Please view the preview for an exact picture of what this maze looks like if you are unsure that this product is right for your classroom.

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CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSHSG-SRT.C.8

Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

CCSSHSG-SRT.C.6

Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

Total Pages

1 Maze Page + Answer Key

Answer Key

Included

Teaching Duration

30 minutes

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