Module 9
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Activity 5: Taskstream/Homework Time
Now that you have completed modules 1-9 & 9B, you are ready to attempt Performance Tasks 2 & 3 in Taskstream. Go to www.taskstream.com to get started on Tasks 2 & 3. It is important to work on 2A and then proceed to 2B (also known as 102.4.7-01). Once task 2 is complete, you should move on to Task 3 (also known as 102.4.4-07).
If you need additional assistance, click here for Task 2 Help, and here for Task 3 Help.
Additional Clarification:
Task 2:
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It is highly recommended that students review the vocabulary for both Modules 6 & 9 of the GLT, and finish Modules 6,9 & 9B in MyMathLab.
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Please be sure to have completed the notebook with the vocabulary as mentioned in Activity 1 of both modules. Students should be able to visually identify all vocabulary terms, such as vertical angles, SAS, etc.
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Regarding Task 2A and 2B:
- For each statement you need to have reasons. These reasons are theorems, givens, postulates, definitions, corollaries, properties and so on.
- Regarding Task 2B:
- How are you going to show the triangle is isosceles? You need to first start with what is given.
- There are several ways to do this proof. Here are a couple of ideas to help. You could show the base angles are congruent or you can show that triangle AFG is congruent to CFG. You will need to construct logical steps to get there.
- Proofs are similar to paragraphs in that they can be different lengths. This proof can be done in 16 steps and also in 7. Thus, do not worry if you go over or under the 10 on the table.
- It is not necessary to repeat Task 2a. Be sure to only use parts of the triangles AFG and CFG in the proof. While it is ok to incorporate triangles BEG and DEB in your proof, they are not very helpful in the overall proof.
Task 3:
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Complete Task 2 before attempting Task 3. Task 2 should be passed before starting Task 3.
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For each statement you need to have reasons. These reasons are theorems, givens, postulates, definitions, corollaries, properties and so on.
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You must not assume the triangle is isosceles in order to prove it is isosceles, so many of the isosceles theorems are "off-limits". The following theorems can not be used in this proof.
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If the bases angles are congruent, then the triangle is isosceles.
- The altitude of an isosceles triangle is a perpendicular bisector.
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- Here is the theorem you are trying to prove:
If the base angles of a triangle are congruent, then the triangle is isosceles.
A. What are you trying to prove or conclude in this statement?
B. According to this statement what are you given in order to prove or conclude this?
Your response to B is also what you are "given". (Hint: There's not much there, but it is significant information).
- It is not ok to create additional "given" information. However, if you would like to add an additional line segment to aid in the proof, you may do so, as long as you explicitly state that you are adding the line and that the line has certain properties that you define as helpful. Please note you may NOT add a Perpendicular Bisector, because you would be assuming that the triangle can be cut into two congruent triangles without proving it first. Think about the difference between Perpendicular lines and a Perpendicular bisector.
If you encountered difficulty with any of the concepts or problems, you should go to the community. There you will be able to contact the Interdiscplinary Studies Math (IS Math) Academic Mentor through the "Contact a Mentor" button, or e-mail.
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