| Activity Outcome | Identifying the pattern of diagonals in polygons. (Patterns) |
| MTS Set | MTS6
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| NATIONAL Curriculum | Geometric Reasoning |
| Topics | 2D Shape
Reason Geometrically
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| Keywords | Pattern, 2D Shape |
| Grouping | Whole class, small groups and independent. |
| Resources | Copy the activity to an overhead sheet, an overhead projector. |
| Lesson Notes | - Direct students to the Investigation and ask: What do we need to find out? Provide students with the opportunity to work in small groups to understand the question.
- Bring groups together and ask: (Reflection) What do we need to find out?
- Direct students to the Strategy and ask: How can we check for a rule? What are the steps we should take? Provide students with the opportunity to work in small groups to understand the Strategy steps.
- Bring groups together and ask: (Reflection) How can we check for a rule? What information do we need to collect? How will we collect it? How will we record it? What will we look for in the information we collect? (A pattern.)
- Direct students to the Working and ask: What actions do we take to find, collect and record information? Provide students with the opportunity to work in small groups to understand the Working steps.
- Bring groups together and ask: (Reflection) What actions do we take to find, collect and record information?
- Direct students to the Finding and ask: What do we hope to find in the data we have collected? Why are we looking for a pattern? Can you see a pattern in the number of diagonals drawn inside polygons? Provide students with the opportunity to work in small groups to identify a solution to the question.
- Bring groups together and ask: (Reflection) Can you see a pattern in the number of diagonals drawn inside polygons?
- How does this pattern help us understand how many diagonals you could draw inside any polygon?
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| Reflections | See Lesson Notes.
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| Internet Links | |
| Answers | The number of diagonals from one vertex in a polygon is equal to the number of sides in the polygon - 3. |
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