Lesson 10
Bases and Heights of Triangles
Lesson Narrative
This lesson furthers students’ ability to identify and work with a base and height in a triangle in two ways:

By learning to draw (not just to recognize) a segment to show the corresponding height for any given base, and

By learning to choose appropriate baseheight pairs to enable area calculations.
Students have seen that the area of a triangle can be determined in multiple ways. Using the base and height measurements and the formula is a handy approach, but because there are three possible pairs of bases and heights, some care is needed in identifying the right combination of measurements. Some baseheight pairs may be more practical or efficient to use than others, so it helps to be strategic in choosing a side to use as a base.
Learning Goals
Teacher Facing
 Draw and label the height that corresponds to a given base of a triangle, making sure it is perpendicular to the base and the correct length.
 Evaluate (orally) the usefulness of different baseheight pairs for finding the area of a given triangle.
Student Facing
Let’s use different baseheight pairs to find the area of a triangle.
Required Materials
Required Preparation
From the geometry toolkit, each student especially needs an index card for the Hunting for Heights activity.
Learning Targets
Student Facing
 I can identify pairs of base and corresponding height of any triangle.
 When given information about a base of a triangle, I can identify and draw a corresponding height.
CCSS Standards
Addressing
Glossary Entries

edge
Each straight side of a polygon is called an edge.
For example, the edges of this polygon are segments \(AB\), \(BC\), \(CD\), \(DE\), and \(EA\).

vertex
A vertex is a point where two or more edges meet. When we have more than one vertex, we call them vertices.
The vertices in this polygon are labeled \(A\), \(B\), \(C\), \(D\), and \(E\).
Print Formatted Materials
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Additional Resources
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