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Trip Budget Board: Shape Design worksheet preview

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Trip Budget Board: Shape Design

Design a class trip budget display while drawing shapes and deciding whether side and angle conditions determine one, many, or no triangle.

Grade 7MathInteractive · Printable

Aligned to7.G.A.2

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 7
Subject
Math
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer, Drawing

About this worksheet

What students practice

  • Students determine whether given side lengths or angle measures allow one, many, or no triangle.
  • Students draw a triangle and a rectangle that satisfy given measurements.
  • Students use triangle conditions to evaluate and revise display designs.

How to use

Provide a ruler, compass, and protractor. Have students complete the construction checks before drawing the display pieces, then discuss the final explanation.

Curriculum

Common Core standard covered

7.G.A.2

Draw shapes from given conditions, especially triangles from three angles or sides, and tell if there is one, many, or no triangle.

Preview

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Name Date

Trip Budget Board: Shape Design

Test shape conditions for a display about bus costs, meals, and museum tickets.

Check the Templates

A class is designing a budget board with sections for bus costs, meals, and museum tickets. All measurements below describe display pieces, not prices. Count triangles with the same size and shape as one triangle, even if they are turned or flipped. “Many” means more than one size or shape is possible.

1.
Sort the proposed side-length sets for triangular labels.
5 cm, 8 cm, 10 cm3 cm, 6 cm, 9 cm3 cm, 5 cm, 11 cm6 cm, 6 cm, 6 cm
One triangleNo triangle
2.
A bus-section label must have angles of 42°, 58°, and 80°. Which statement describes the possible triangles?
  • A. No triangle is possible because all three angles are acute.
  • B. Many triangles are possible because the size can change.
  • C. One triangle is possible because the angles fix its size.
  • D. No triangle is possible because the angles must total 360°.
3.
A triangular museum-ticket label has angles of 37° and 68°.

What must the third angle measure?  °

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