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1. Show the previous page, Puzzles for Dr. Super's Triangles, to the students. It shows that side of the handout with the rectangle and two triangle puzzles.
2. Instruct participants to use all 8 of their triangle pieces to make (cover) the three puzzles on this page.
3. As participants begin to solve the puzzles, show Directions for the Puzzles. It has four numbered statements.
Statement 1 gives written directions for the spoken instructions to make the three puzzles.
Note: As with students in a classroom, it is important to attend to as many learning styles as practical. And, at the minimum, giving directions both orally and in writing is important.
Statement 2 encourages participants to find the measurement of the angles in each of the three different triangles in the Dr. Super's Triangle set.
Statement 3 asks participants to think about the types of triangles that are in the Dr. Super's Triangle set.
Statement 4 encourages participants to think about the different ways the pieces can be arranged to solve the puzzles.
Note: If time permits, encourage participants to spend a few minutes looking for one or more different solutions. This is valuable for several reasons. First, it promotes the type of problem solving and reasoning called for in national and state standards -- e.g., the National Council Teachers of Mathematics Curriculum and Evaluation Standards (1989) and Virginia's Standards of Learning (1995). Second, some of the possible arrangements are more useful than others in providing desired mathematical information and insight.
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