Identifying the base and altitude of a triangle

My kids really struggle with identifying the base and height (altitude) of anything but the most “normal” triangle. In the Grade 6 OUR curriculum there is a pretty big focus on being able to do this. I’m wondering:

  1. What are other’s experiences?
  2. Thoughts on how to develop this ability in students?
  3. Alternative trajectories?

My experience is that you can get a lot done using points in the regular.

Here’s a thing that does a triangle with altitudes.

There’s a lot of room for a “what changes, what stays the same” type exploration with it, which will be determined by how you’re teaching it.

You can floow that with some drill type stuff, or use a sketch with a background of a triangle (without altitudes) and ask them to draw one in.

(Note - this would have been much easier to do if Desmos let you do math with points as if they were complex numbers. HINT HINT, With love)

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One to one Teaching by Parents sitting next to them will help. They will learn a lot in personal experience.

Please be careful with equity issues.