0 Голоса «за»0 Голоса «против»

Просмотров: 3465 стр.Dec 03, 2014

© © All Rights Reserved

PDF, TXT или читайте онлайн в Scribd

© All Rights Reserved

Просмотров: 34

© All Rights Reserved

- Geometry Outline 2009
- Reviewer 4th Q
- Geometry New
- Reasons List
- Geometry Handbook
- Geometry Honors Gifted 2008-2009 C-1 Linear Pair Conjecture
- m7, pp 27-33 pptm
- geometry unit 1 plan
- geometry strand 4
- MMSU MATH5
- Math
- Geometry 10
- FINAL IX.docx
- 2W
- Transformations 091204032352 Phpapp02
- MG21E - Test 10-28 PDF
- 523453
- Median Drawn to the Hypotenuse of a Right Triangle
- Nov 2003 P1
- MITRES_6_007S11_hw01

Вы находитесь на странице: 1из 65

Triangle Congruency

Lisa Blakely, Kaleigh Brady, Casey Cooperman, Nick Donofry, Melinda Ross

Unit Introduction

Our unit consists of 8 days worth of lesson materials. Our unit is on triangle congruency and all the

theorems and postulates that students can use to prove that 2 triangles are congruent. This is important for

students to know especially in a geometry class because it is one of the first things having to do with writing

proofs in order to find out other geometric information. This is also important for students to learn this

material because when you get into a higher level math class, these come back and if the student already has

a base on the geometric proofs and triangles, those classes will be easier to understand when the material

gets more difficult. It is important for teachers to write out unit plans because it keeps the teacher on track on

what they should be teaching the students and creates a plan on how to go about teaching throughout a

longer period of time, not just day by day.

Pre-Assessment

1. Fill out the following chart for information about Congruent and Similar triangles:

teacher will pre-assess the students prior

knowledge to see what the student already knows.

Then the teacher can gather the levels of all her

students and can than provide opportunities that

support learning opportunities.

How would you rate your knowledge of congruent and similar triangles? (Circle your answer)

1 Least Knowledge

2 Little Knowledge

3 - Some Knowledge

4 - Average Knowledge

5 - Above Average Knowledge

Planning.

This can work for diverse learners because it will

give the teach understanding of how students differ

in this knowledge and from there they can create

instructional opportunities for each learner. In

addition, this can help the teacher plan instruction

based on the students prior knowledge.

At the start of the unit, I think a good introduction of everything would be a word wall. They provide a

permanent model for high frequency words. They also help students see patterns and relationship in words,

thus building phonics and spelling skills. Another reason they are useful is because they are used as a

reference to the children during specific classroom activities. Finally, introducing the words to the students is

a good way to expose them to words that they will be using throughout the unit.

Some of the words that will be posted will include all the types of triangles (scalene, equilateral, and

isosceles). Others will include terms that will help with the proofs like specific properties, (reflexive and

transitive) and postulates (Alternate Interior Angles, ASA, SAS, SSS, and AAS/SAA).

This is a great way for a teacher to get an

understanding of an individuals motivation. This

will help create a positive learning environment.

Plan for the Concept, Topic, or Skill--- Not for the Day!

Grade: 7th

Lesson Essential

Question:

When answered at the

end of the lesson, is it

what I want students to

be able to know,

understand or be able

to do?

Activating Strategy:

How will you activate

your lesson or link your

lesson to prior

knowledge?

Vocabulary and

Strategy: Vocabulary is

best learned if taught

with direct instruction

as a preview and then

re-taught in the

context of the lesson.

EQ: What are the three ways we can classify triangles by looking at the sides and

angles?

AP1: How does the three column graphic organizer help students with the

vocabulary for this lesson?

AP2: How does identifying triangles in different real world pictures and having

the students explain why it is under that classification, help them understand

the different types of triangles?

AP3: How does having the students measure each triangles side with a ruler

help them identify the triangle type?

The students will complete a bell ringer: In your own words, what is the

definition of a triangle? The students will have 2-3 minutes to answer the

question in their math journal.

The vocabulary will be taught through the use of a three column graphic

organizer in which the teacher will go over each triangle and its classifications to

assist in the learning of the vocabulary.

Teaching Strategy:

What instructional

strategies will you use

in your lesson? What

graphic organizer will I

use to organize how I

want students to think

about this content?

Consider assessment

prompts as regular

checks for

understanding in line

with the rules of APL

(10 and 2 or 3 Step

Max.)

Estimated # of Days: 1

Equilateral Triangle: All sides of the triangle have equal lengths and all

angles of the triangle have equal measurements.

Isosceles Triangle: Two of the sides of the triangle have the same length

and two of the angles of the triangle have the same measurement

Scalene Triangle: None of the sides of the triangle have equal lengths

and None of the angles of the triangle have the same measurement

Graphic Organizer: A three column graphic organizer in which the students fill in

to know the classification of triangles.

Instruction for AP1: The students will follow along with the three column

graphic organizer called Types of Triangles. The graphic organizer will direct

them in the different types of triangles and their classification. This will help

them understand the vocabulary for this unit.

AP1: How does the three column graphic organizer help students with the

vocabulary for this lesson?

The graphic organizer has three columns, the type of triangle, the side

classification, and the angle classification. The students will be instructed what

to fill in for the side classification and angle classification. We will also draw a

picture of an example of each triangle to show the properties.

lessons that are included in this unit plan shows that

the teacher understands the central concepts of the

unit, tools of inquiry and how to manage the

classroom.

Throughout this lesson plans it shows a great deal of

learning experiences that make the subject

meaningful to the student.

Instruction for AP2: The students will be split into different groups for a

cooperative group activity with different stations around the room. Each student

will be given a worksheet where they will write down and draw a picture of the

triangle they chose from the picture and also explain which type of triangle it is

and why. This will get the students in the habit of identifying triangles in the real

word and understanding the different classifications for each triangle.

Station 1: Bridge. Bridge foundation. Equilateral because all sides are the same

length and all the angles are the same measurement.

Station 2: Food. Toast. Scalene because all sides have different lengths and all

angles have different measurements.

Station 3: Kite. Green triangle. Isosceles because two sides have the same

lengths and two angles have the same measurements.

Station 4: Amusement Park. Blue triangle on top of carousel. Isosceles because

two sides have the same lengths and two angles have the same measurements.

AP2: How does identifying triangles in different real world pictures and having

the students explain why it is under that classification, help them understand

the different types of triangles? The pictures at each station help the students

see the different types of triangles in real world examples and having them

explain why the triangle is classified as that type helps them remember the

different side and angle classifications for each triangle type.

Instruction for AP3: The students will then be given a worksheet in which they

will do the first problem with guided instruction from the teacher. We will be

measuring the sides of the triangle using a ruler. The students will use their

graphic organizer to help them determine the classification of the triangle.

Equilateral Triangle (1.5 inches for each side length).

Extended Thinking

Strategy:

To be completed with

your most important

concepts. Not required

for each lesson and can

be an activity within an

EATS lesson.

AP3: How does having the students measure each triangles side with a ruler

help them identify the triangle type? The students will measure each side

length of the triangle. After measuring all three sides, the student can identify

which type of triangle it is based on the measurements.

During AP #2, students must use extended thinking to identify a triangle in the

picture and explain why it is under that classification.

The students will complete an answering about how they could use todays

lesson in their own life.

if the student grasped the knowledge and can apply

the information into real life situations. This will

help seek out if the student knows the information.

Summarizing:

How will students

summarize what they

are learning during the

lesson and at the end?

vocabulary learned in the lesson.

Students will be able to identify triangles in the real world pictures and explain

why they are under that classification.

The students will complete an exit sheet answering how they could use todays

lesson in their own life.

Students will complete the rest of the guided practice sheet Measuring

Triangles for homework.

Types of Triangles

Type of Triangle

Side Classification

Angle Classification

Equilateral

Triangle

triangle have equal

lengths

triangle have equal

measurements

Isosceles

Triangle

the triangle have

the triangle have

the same length

the same

measurement

Scalene

Triangle

the triangle have of the triangle have

equal lengths

the same

measurement

Name

Directions: Each student must go to every station in the room and identify a

triangle in the real world picture and explain why it is identified as that type of

triangle. Students may use their three column graphic organizer as a guide during

this activity.

Station 1:

Identify where triangle is located in the picture: (ex. Roof of house)

Type of triangle:

Explanation of why it is that type of triangle:

Station 2:

Identify where triangle is located in the picture: (ex. Roof of house)

Type of triangle:

Explanation of why it is that type of triangle:

strategies: this worksheet helps demonstrate to

students real life triangles in multiple settings. It will

encourage the student development of critical

thinking and problem solving skills.

Station 3:

Identify where triangle is located in the picture: (ex. Roof of house)

Type of triangle:

Explanation of why it is that type of triangle:

Station 4:

Identify where triangle is located in the picture: (ex. Roof of house)

Type of triangle:

Explanation of why it is that type of triangle:

Station 1:

Station 2:

Station 3:

Station 4:

Name:

Measuring Triangles

Directions: Using a ruler, measure each triangles side lengths and identify which type of

triangle it is.

1.

3.

2.

4.

5.

6.

Plan for the Concept, Topic, or Skill--- Not for the Day

Grade: 7th

Estimated # of Days: 3

Lesson Essential

Question:

EQ: How does a geo-board and Frayer model show us how similar triangles correspond

to each other?

lesson, is it what I want students to

be able to know, understand or be

able to do?

AP1: How does the use of a geo-board help us investigate similar triangles?

AP2: How does the Frayer model help students show concrete examples of a similar

triangle?

AP3: How does the type two writing piece help us know the difference between a

similar triangle and congruent triangle?

Activating Strategy:

How will you activate your lesson

or link your lesson to prior

knowledge?

The teacher will show the following video to engage the students about similar triangles

(up to 2:00):

http://www.youtube.com/watch?v=628eYW4O8hM

Vocabulary and Strategy:

Vocabulary is best learned if taught

with direct instruction as a preview

and then re-taught in the context

of the lesson.

Similar triangles: If two angles of a triangle have measures equal to the measures of

two angles of another triangle, then the triangles are similar.

Teaching Strategy:

you use in your lesson? What

graphic organizer will I use to

organize how I want students to

think about this content? Consider

assessment prompts as regular

checks for understanding in line

with the rules of APL (10 and 2 or 3

Step Max.)

Instruction for AP1: The students will fill out the anticipation guide at the beginning of

the worksheet packet for this lesson. The teacher will give time for the student to

complete this at the beginning of class as the bell ringer. The teacher will then introduce

similar triangles. The students are then given geo-boards and complete a hands-on

activity for them to actually see similar triangles.

AP1: How does the use of a geo-board help us investigate similar triangles? The geoboard activity helps the students able to directly see and compare triangles. The similar

triangles are made and able to be distinguished by using the geo-boards and activity

worksheet to extend thinking.

lessons that are included in this unit plan shows that

the teacher understands the central concepts of the

unit, tools of inquiry and how to manage the

classroom.

Throughout this lesson plans it shows a great deal of

learning experiences that make the subject

meaningful to the student.

Instruction for AP2: The students will review the information given from the geo-board

activity. The students will then complete a Frayer model on their own to show the

teacher that they understand the concept of a Similar Triangle

AP2: How does the Frayer model help students show concrete examples of a similar

triangle? The Frayer model shows that the students use of the geo-boards and the

previous lesson on similar triangles is being comprehended. The teacher will check the

Frayer model for accuracy to make sure the students are retaining the information

about similar triangles and the examples of them.

Instruction for AP3: The students will be asked to create a TYPE 2 writing piece. The

presented questions will be: What is a congruent triangle? What is a similar triangle?

How are they alike? How are they different? What are some real life examples of

each? Each student will be required to provide a complete answer to each of the

above questions. The teacher will collect and check these papers for accuracy. The

teacher will then go over the Anticipation Guide to see if the students have learned

about the above concepts.

AP3: How does the type two writing piece help us know the difference between a

similar triangle and congruent triangle? The type two writing piece will be graded for

accuracy. This writing piece has the students connect congruent and similar triangles

and come up with real life examples of each. This shows the teacher whether or not the

students have comprehended the lesson about congruent and similar triangles.

Extended Thinking

Strategy:

To be completed with your most

important concepts. Not required

for each lesson and can be an

activity within an EATS lesson.

Summarizing:

How will students summarize what

they are learning during the lesson

and at the end?

The TYPE 2 writing piece. This writing piece has the students connect congruent and

similar triangles and come up with real life examples of each. This shows the teacher

whether or not the students have comprehended the lesson about congruent and

similar triangles.

Over the past few days we have learned about similar triangles using geoboards, Frayer

models, and other activities. We have also completed a writing piece comparing

congruent and similar triangles. In the next lessons, we will have some more hands-on

activities and be going over proofs!

Name: ________________________________________

Anticipation Guide

Before

After

Statement

Agree Disagree

Agree Disagree

In a triangle, I can calculate the length of the third side if I know

the length of the other two sides.

All triangles are similar.

All squares are similar.

When I enlarge a geometric shape, the number of degrees in

each angle will become larger.

Notes:

NAME:________________________________________________

GEOBOARD ACTIVITY

1. a) On your geoboard create a right-angled triangle with the two perpendicular sides having lengths 1 and 2

units.

b) Create two more triangles on your geoboard that are enlargements of the triangle created in a).

2. Draw the three triangles using different colors the grid and label the vertices, as indicated:

triangle two (label vertices DEF)

triangle three (label vertices GHJ)

3. a)

Determine the lengths of the hypotenuse of each of the triangles.

ABC

DEF

GHJ

strategies: this worksheet helps demonstrate to

students a different way to learn about triangles

than the previous lesson. It will encourage the

student development of critical thinking and

problem solving skills.

4. a) PlaceABC,DEF, andGHJ on the geoboard so that the one vertex of each triangle is on the same peg and

two of the sides are overlapping.

Summary

I know the following about similar triangles:

6. Use the geoboards to explore whether the following triangles are similar.

a)

b)

c)

Name: ______________________________________

1. Which of the following four houses are similar? Explain why. Label the diagrams.

2. On the grid, draw a house that is similar to one of the figures. Complete the following statement:

The house I drew is similar to house #______. I know this because:

Definition:

Examples:

Characteristics:

Non-examples:

Plan for the Concept, Topic, or Skill--- Not for the Day!

Grade: 7th

Lesson Essential

Question:

When answered at the

end of the lesson, is it

what I want students to

be able to know,

understand or be able

to do?

Activating Strategy:

How will you activate

your lesson or link your

lesson to prior

knowledge?

Vocabulary and

Strategy: Vocabulary is

best learned if taught

with direct instruction

as a preview and then

re-taught in the

context of the lesson.

EQ: How can students determine that two triangles are congruent and be able to

provide a correct reason on why they are congruent based on their properties?

What do students need to learn to answer the EQ?

AP1: What are the properties of congruent triangles?

AP2: What symbols do you use to show the congruence of two or more

triangles?

AP3: Solve how to find if two triangles are congruent by their properties

The students will complete a bell ringer: Name all the types of triangles you can

and their definitions. They will have 3 minutes to complete this bell ringer than

they can converse with their partners.

The vocabulary will be taught through the use of a guided work sheet in which

the students follow along with the teacher and this worksheet will assist in the

learning of the vocabulary.

Congruence: Figures or shapes that have the same size, shape and

measure

Congruent Symbol:

Triangle: a three-sided polygon

Interior angles of a triangle: angles on the inside of triangles

Exterior angles of a triangle: when the sides of a triangles are extended,

the angles that are adjacent to the interior angles

Scalene triangle: a triangle with no two sides of equal length

Isosceles triangle: a triangle with two equal sides

Equilateral triangle: a triangle with three congruent sides

Teaching Strategy:

What instructional

strategies will you use

in your lesson? What

graphic organizer will I

use to organize how I

want students to think

about this content?

Consider assessment

prompts as regular

checks for

understanding in line

with the rules of APL

Estimated # of Days: 1

Graphic Organizer: A web organizer which the students will fill out to keep the

vocabulary terms, properties, and real life examples at hand

Instruction for AP1: The students will follow along with the guided notes titled

Congruent triangles. The notes will direct them in the proper use of the

vocabulary. Then the students will then be able to fill out the web organizer to

get a better sense of congruent triangles.

AP1: What are the properties of congruent triangles?

The guided notes will help explain different properties of types of triangles and

the properties of a congruent triangle. Also, the web organizer will help the

students visual see the properties of congruent triangles.

lessons that are included in this unit plan shows that

the teacher understands the central concepts of the

unit, tools of inquiry and how to manage the

classroom.

Throughout this lesson plans it shows a great deal of

learning experiences that make the subject

meaningful to the student.

Max.)

Instruction for AP2: The students will be shown the steps of how to set up sets

of congruent triangles using their knowledge about the vocabulary and the

properties of congruent triangles. They will have to set up two sets of congruent

triangles with a partner than one by themselves.

AP2: What symbols do you use to show the congruence of two or more

triangles? When the students have to set up their on sets of congruent

triangles they will be using the symbols and will be able to determine whether

sets of two or more triangles are congruent.

Instruction for AP3: The students will be given a worksheet that is label Name

which triangle is congruent which will help students visual see congruent

triangles. The first problem will be done as a class with guided instruction from

the teacher. The next two properties the students will do independently than be

able to share with their partners.

AP3: Solve how to find if two triangles are congruent by their properties

The worksheet will help determine if the students know if two triangles are

congruent or not.

Extended Thinking

Strategy:

To be completed with

your most important

concepts. Not required

for each lesson and can

be an activity within an

EATS lesson.

Summarizing:

How will students

summarize what they

are learning during the

lesson and at the end?

During AP #1, students must brainstorm characteristics and real life objects that

can be congruent in the web organizer.

The students will complete an answering about where they see congruent

triangles in todays world.

Students will use guided notes about the knowledge of the vocabulary learned in

the lesson.

Students will be able to fill out a web organizer about real life objects and

properties of congruent triangles.

The students will complete an exit sheet answering where they see congruent

triangles in the real world.

Students will complete the two sentences about congruent triangles for

homework if they did not finish it in class.

Name: ___________________________________

Date: ___________

Congruent Triangles

Vocabulary:

Congruence: Figures or shapes that have the same __________, _________and _____________.

Exterior angles of a triangle: when the sides of a triangle are ________________, the angles that are

____________ to the interior angles

___________________sides.

strategies: this worksheet helps demonstrate to

students a different way to represent triangles. By

having the student plug in the word themselves,

helps jog their memory. It will encourage the

student development of critical thinking and

problem solving skills.

Name:________________________________________

Date:_____________

Congruent

Triangles

organizer as a helper.

strategies: this worksheet helps demonstrate to

students a different way to represent triangles. By

having the student plug in the word themselves,

helps jog their memory. It will encourage the

student development of critical thinking and

problem solving skills.

Name which set of triangles are congruent and which are not. Write on the line if the set of triangles are

congruent or not.

1.

_________________________

2.

________________________

3.

_________________________

Plan for the Concept, Topic, or Skill--- Not for the Day!

Grade: 7th

Lesson Essential

Question:

When answered at the

end of the lesson, is it

what I want students to

be able to know,

understand or be able

to do?

Activating Strategy:

How will you activate

your lesson or link your

lesson to prior

knowledge?

Vocabulary and

Strategy: Vocabulary is

best learned if taught

with direct instruction

as a preview and then

re-taught in the

context of the lesson.

EQ: How would students use similar triangles to find the height of a given object

that they would not be able to measure with a standard form of measurement

(ruler)?

What do students need to learn to answer the EQ?

AP1: How does the foldable help you remember the vocabulary terms for this

lesson?

AP2: How do you set up a problem to allow you to find the height of an object

without using a standard means of measurement?

AP3: Solve how to find the height of a flag pole on a sunny day using similar

triangles and their proportions

The students will complete a bell ringer: Compare and contrast Similar and

Congruent Triangles using a Frayer Model. Each group will be assigned to do

either the congruent triangle or the similar triangle.

The vocabulary will be taught through the use of a foldable in which the

students construct their own foldable to assist in the learning of the vocabulary.

Teaching Strategy:

What instructional

strategies will you use

in your lesson? What

graphic organizer will I

use to organize how I

want students to think

about this content?

Consider assessment

prompts as regular

checks for

understanding in line

with the rules of APL

(10 and 2 or 3 Step

Max.)

Estimated # of Days: 1

Pythagorean Theorem: A right triangle in which one side squared plus

the other side squared is equal to the hypotenuse squared

Hypotenuse: The longest leg of a right triangle

Ratio: A comparison of two quantities by division. Example: 12 to 25,

12:25, 12/25

Proportion: An equation that states that two ratios are equivalent

terms at hand.

Instruction for AP1: The students will follow along with the power point titled

Similarity of Triangles. The power point will direct them in the proper use of

the vocabulary. Before the teacher goes on to begin the lesson the students will

make a foldable in the shape of a right triangle to teach them the vocabulary.

AP1: How does the foldable help you as the student remember the vocabulary

for this lesson? The foldable is in the shape of a triangle. You can see the

hypotenuse that is along the longest leg of the triangle and can visualize where

it actually is.

Instruction for AP2: The students will be shown the steps of how to set up a

proportion with using two examples each showing where you find the height of

a leg and another where you find the length of a leg. The students will be asked

lessons that are included in this unit plan shows that

the teacher understands the central concepts of the

unit, tools of inquiry and how to manage the

classroom.

Throughout this lesson plans it shows a great deal of

learning experiences that make the subject

meaningful to the student.

to name objects that they are unable to measure with a ruler. (A tall building, a

telephone pole, a flag pole) The students will then be given examples of how to

set up ratios into proportions.

Example 1: Both the person and the snowman form right angles with the

ground, and their shadows are cast at the same angle. This means we can form

two similar right triangles and use proportions to find the missing height. Use

similar triangles above to find the height of the snowman. The snowman was

114 feet tall.

Example 2: A lighthouse casts a shadow that is 36m long when a meterstick casts

a shadow that is 3m long. How tall is the lighthouse? The lighthouse is 12m tall.

AP2: How do you set up a problem to allow you to find the height of an object

without using a standard means of measurement? You use the ratio of the

smaller triangle in relation to the bigger triangle to find the one missing leg of

the larger triangle. Then you set them to be equal and then you get the height

of the larger triangle.

Instruction for AP3: The students will then be given a worksheet in which they

do the first problem with guided instruction from the teacher. We will be finding

he height of a flagpole on a sunny day. The students will use the similar triangles

to find the height of the flagpole. The height of the flagpole is 15ft.

AP3: Solve how to find the height of a flagpole on a sunny day using similar

triangles and their proportions.

Extended Thinking

Strategy:

To be completed with

your most important

concepts. Not required

for each lesson and can

be an activity within an

EATS lesson.

Summarizing:

How will students

summarize what they

are learning during the

lesson and at the end?

During AP #2, students must brainstorm objects that they cannot measure with

a ruler and validate their responses with proof.

The students will complete an answering about how they could use todays

lesson in their own life.

learned in the lesson.

Students will be able to name objects that they cannot measure with a ruler.

The students will complete an exit sheet answering how they could use todays

lesson in their own life.

Students will complete the rest of the activity sheet Similar Triangles for

homework.

1. John is 5 feet tall. He casts a shadow that is 10 feet long. The flag pole cast a shadow that is 30

feet long. How tall is the flag pole?

2. Assuming the two triangles are similar, find the tower's height from the given measurements

below.

strategies: this worksheet helps demonstrate to

students a different way to represent triangles. By

having the students working out the problems

themselves will help jog their memory. It will

encourage the student development of critical

thinking and problem solving skills.

3. Tonya is 1.3 meters tall. She stands 7 meters in front of a tree and casts a shadow 1.8 meters

long. How tall is the tree?

4. The person is 10 feet tall. He casts a shadow of 5 feet. The Eiffel Tower casts a shadow of 550

feet. How tall is the Eiffel Tower?

have the same

shape and size

- Same

Shape

- Same Size

Congruent Triangles

if they have the same

shape, but can be

different sizes

-Same Shape

-Different Sizes

Similar Triangles

Plan for the Concept, Topic, or Skill--- Not for the Day!

Grade: 9

Subject: Geometry

Lesson Essential

Question:

When answered at the end of the

lesson, is it what I want students to

be able to know, understand or be

able to do?

Activating Strategy:

How will you activate your lesson

or link your lesson to prior

knowledge?

Vocabulary is best learned if taught

with direct instruction as a preview

and then re-taught in the context

of the lesson.

EQ: How can geometric theories and postulates be used to prove 2 triangles are

congruent?

What do students need to learn to answer the EQ?

AP1: What are the properties of a triangle? Vocabulary

AP2: What are the theories associated with angles and lines? - Vocabulary

AP3: How can you use the angle properties and the Angle Side Angle postulate to

determine if 2 triangles are congruent?

Bell Ringer Activity

Have students answer this question Can you name any properties of triangles?

Have students share their answers with their partners and then with the class

Reflexive Property, Transitive Property, Right Angles, Vertical Angles, Triangle Sum,

Base Angle Theorem, Alternate Interior Angles, Angle Side Angle postulate, 2 sided

proof,

Teaching Strategy:

you use in your lesson? What

graphic organizer will I use to

organize how I want students to

think about this content? Consider

assessment prompts as regular

checks for understanding in line

with the rules of APL (10 and 2 or 3

Step Max.)

Bell Ringer

AP1: What are the Properties of Triangles? - Direct Instruction

Vocab Word, Definition, Picture Graphic Organizer for Vocabulary words dealing with

properties of triangles. Use this as an introduction to theories associated with angles

and lines.

AP2: What are the theories associated with angles and lines? Direct Instruction

Use the same Graphic Organizer to go over Vocabulary words associated with the

different theories of angles and lines.

AP3: How can you use the angle properties and theories to prove the Angle-Side-Angle

postulate is true? Group work

Break students up into their groups and give them different problems with 2 triangles to

prove the A-S-A Postulate. Go over with the entire class.

Extended Thinking

Strategy:

To be completed with your most

important concepts. Not required

for each lesson and can be an

activity within an EATS lesson.

Do you think any other 3 combinations of angles or sides can be used to prove that 2

triangles are congruent?

lessons that are included in this unit plan shows that

the teacher understands the central concepts of the

unit, tools of inquiry and how to manage the

classroom.

Throughout this lesson plans it shows a great deal of

learning experiences that make the subject

meaningful to the student.

Summarizing:

How will students summarize what

they are learning during the lesson

and at the end?

Put the students on the clock at the end of the class to write down 3 things that they

learned during the lesson, 2 things they still have questions about, and 1 thing they

found interesting. This will help see what the students are still struggling with. Turn in

for a ticket out the door.

Vocabulary*Word

2"Sided"Geometric"

Proof

Definition

A"table"that"has"statements"on"one"side,"

and"reasons"on"the"other."This"is"used"to"

help"prove"different"geometric"theorems"

and"properties."

Right"Angle

an"angle"of"90,"as"in"a"corner"of"a"

square"or"at"the"intersection"of"two"

perpendicular"straight"lines."All"right"

angles"are"congruent.

Base"Angle"Theorem

If"two"sides"of"a"triangle"are"

congruent,"the"angles"opposite"these"

sides"are"congruent."Also,"If"two"

angles"of"a"triangle"are"congruent,"

the"sides"opposite"these"angles"are"

congruent.

Triangle"Sum

The"sum"of"the"interior"angles"of"a"

triangle"is"180.

Picture

Reflexive Property

itself. a = a

Transitive Property

to an element b, and b is in turn

If a = b and b = c, then a = c.

related to an element c, then a is also

related to c

Vertical Angles

opposite each other when two lines

cross. Vertical angles are congruent.

Alternate Interior

Angles

another line (which is called the

Transversal), the pairs of angles on

opposite sides of the transversal but inside

the two lines are called Alternate Interior

Angles. Alternate Interior Angles are

Congruent

Angle-Side-Angle

Postulate

one triangle are congruent to the

corresponding parts of another

triangle, the triangles are congruent.

Worksheet

In your own words, or by proof, prove that the 2 triangles are congruent.

1.

Given, Lines BC and AD are parallel and Lines DC and AB are also parallel.

B

D

2.

Given, C is the Mid-point of line BE, Lines BA and DE are parallel.

B

D

A

Plan for the Concept, Topic, or Skill--- Not for the Day!

Grade: 7th

Question:

When answered at the

end of the lesson, is it

what I want students to

be able to know,

understand or be able to

do?

Activating Strategy:

How will you activate

your lesson or link your

lesson to prior

knowledge?

Estimated # of Days: 2

EQ: What facts need to be verified in order to establish that two figures are congruent?

What do students need to learn to answer the EQ?

AP1: What does ASA, SAS, SSS, AAS mean and how show corresponding parts of the

triangles?

AP2: Explain why known congruence of some combinations of corresponding parts of

triangles (ASA,SAS,SSS,AAS) establish triangle congruence

AP3: Explain why known congruence of some combinations of corresponding parts of

triangles (SSA and AAA) will not establish triangle congruence

Vocabulary is best

learned if taught with

direct instruction as a

preview and then retaught in the context of

the lesson.

Teaching Strategy:

What instructional

strategies will you use in

Create enough pairs of congruent triangles so that each student in your class

has one triangle. For example, if you have 30 students, draw 15 pairs of

congruent triangles. If you have 31 students create 16 pairs of congruent

triangles. Each pair should be unique. (Set of triangles attached)

Cut the triangles out.

Give each student a triangle cut out as he/she enters the class. If you have an

odd number of students, you should keep one of the triangles for yourself.

Instruct students to find the other person in the class that has a triangle that is

congruent to their triangle. Students with congruent triangles should stand

next to one another.

Once each student has found his/her partner, instruct them to label the vertices

of their two triangles using different letters for each triangle.

Ask students to write a congruence statement that pairs the corresponding

angles and sides correctly VABC VXYZ

Ask a few pairs of students to read their congruence statement and explain how

they knew how to order the letters in their statement and how they determined

who had a triangle that was congruent to their triangle.

Ask students to create a Frayer model for congruent triangles. See attached

template.

Ask students to share their Frayer models with a shoulder partner. Then ask

each pair to share with another pair.

Ask several groups of four to share with the class commonalities between the

different sections of their Frayer models.

Graphic Organizer:

Frayer Model

lessons that are included in this unit plan shows that

the teacher understands the central concepts of the

unit, tools of inquiry and how to manage the

classroom.

Throughout this lesson plans it shows a great deal of

learning experiences that make the subject

meaningful to the student.

graphic organizer will I

use to organize how I

want students to think

about this content?

Consider assessment

prompts as regular

checks for understanding

in line with the rules of

APL (10 and 2 or 3 Step

Max.)

AP1: What does ASA, SAS, SSS, AAS mean and how show corresponding parts of the

triangles?

Four Corners Activity:

o SAS,

o ASA

o SSS

o AAS/SAA

On index cards draw pairs of congruent triangles; include a few pairs with

markings that do not establish triangle congruence. Each pair of triangles

should display markings which would allow a student to conclude that the

triangles are congruent by using the newly discovered congruence short cuts.

Give each student an index card with triangle congruency markings.

Ask students to get up a find a partner.

Each pair of students should look at their partners card and identify the

congruency short cut that could be used to establish that their partners pair of

triangles is congruent. (Play music while the students are finding partners.)

After the students in each pair have identified their partners congruency short

cut, they should exchange cards.

Repeat this process two or three more times.

After the last exchange, tell students to move to the corner which displays the

letters which represent the congruency shortcut that they could use to

establish that the pair of triangles on their card are congruent.

Students in each corner should compare cards and discuss why they are all in

the correct corner.

Some students are holding cards with markings that will not match any of the posted

signs- a discussion of why this is the case will allow you to address the second outcome

for this lesson.

AP2: Explain why known congruence of some combinations of corresponding parts of

triangles (ASA,SAS,SSS,AAS) establish triangle congruence.

AP3: Explain why known congruence of some combinations of corresponding parts of

triangles (SSA and AAA) will not establish triangle congruence

Each group has a whiteboard, a marker, an eraser, a ruler and a protractor.

Place a cut out of a triangle in a container where it is hidden from student view.

Refer to this triangle as triangle ABC

Tell students that their challenge is to draw a triangle that is congruent to

hidden triangle ABC, explain that the students in each group can only ask one

question about the triangle during each round.

Move from group to group answering only one question at a time. The students

might ask What is the measure of angle A? Privately respond to each groups

question.

Students should make note of both the question and the answer. As

appropriate, the students should begin to draw a triangle that they believe is

congruent to the hidden triangle.

Groups continue to ask questions and continue to attempt to draw a triangle

congruent to the hidden triangle.

necessary information

Recognize the success of the groups that correctly duplicate the triangle.

As time allows, rounds would continue with different triangles with the

following guided questions:

- What are useful questions about the triangle that help us to construct it?

- What is the minimum number of questions needed to attain the

congruence?

- Which combinations of angles and sides will establish triangle congruence?

Which combinations of angles and sides will not establish triangle

congruence?

As a summary ask students to record the different ways to establish that two

triangles are congruent.

Extended Thinking

Strategy:

To be completed with

your most important

concepts. Not required

for each lesson and can

be an activity within an

EATS lesson.

Summarizing:

Exit Ticket

How will students

See attached activity

summarize what they are

learning during the lesson Student response to the questions on the Exit Ticket will provide formative assessment.

and at the end?

strategies: this worksheet helps demonstrate to

students a different way to represent triangles. By

having the student plug in the word themselves,

helps jog their memory. It will encourage the

student development of critical thinking and

problem solving skills.

Exit Ticket

1. Draw a pair of congruent triangles and place markings on the triangles in

such a way that would allow you to establish that the triangles were

congruent by SSS.

such a way that would allow you to establish that the triangles were

congruent by SAS.

such a way that would allow you to establish that the triangles were

congruent by AAS.

such a way that would allow you to establish that the triangles were

congruent by ASA.

such a way that would NOT allow you to establish that the triangles were

congruent .

Summative Assessment

Name: __________________________________________

Date: __________

1.

2.

3.

If it is an equilateral triangle, then it has ___ sides that are the same length.

4.

If it is an isosceles triangle, then it has ___ sides that are the same length.

5.

If it is a scalene triangle, then it has ___ sides that are the same length.

6.

What types of triangles are the two triangles below and explain how they are

different. Refer to the triangles with the letter above each triangle.

A

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

the teacher understands and uses formal

assessment strategies to evaluate her students.

7.

Name how congruent and similar triangles are different and draw two sets of each

type of triangle in the boxes below. Use symbols to show the difference and there

are lines below for your explanation.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

____________________________________________________________________

8.

Word Problem: A lighthouse casts a shadow that is 45m long when a meter stick

casts a shadow that is 5m long. How tall in the lighthouse? Draw a picture to show

how you got your answer and show your proportion on the lines below

_____________________________________________________________________

_____________________________________________________________________

9.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

10.

Given this diagram, prove that the 2 triangles are congruent. Given: C is the Midpoint of AF, Lines AB and EF are parallel.

A

C

B

F

11.

Explain was SAS, SSS, ASA, SSS, and AAS mean when proving triangles are congruent.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

________________________

12.

Draw a pair of congruent triangles and place markings on the triangles in such a way

that would allow you to establish that the triangles were congruent by SAS and a set

of triangles by showing they are congruent by SSS

- Geometry Outline 2009Загружено:SimonBorgert
- Reviewer 4th QЗагружено:Kyle Asensi
- Geometry NewЗагружено:Penmetsa Satyanarayana Raju
- Reasons ListЗагружено:Henry Chen
- Geometry HandbookЗагружено:Ashok Reddy
- Geometry Honors Gifted 2008-2009 C-1 Linear Pair ConjectureЗагружено:Tomás Monzón
- m7, pp 27-33 pptmЗагружено:api-279213523
- geometry unit 1 planЗагружено:api-377800175
- geometry strand 4Загружено:api-280151646
- MMSU MATH5Загружено:Gayzel
- MathЗагружено:Avais Khan
- Geometry 10Загружено:Gerhardt Funk
- FINAL IX.docxЗагружено:Akshay
- 2WЗагружено:Suneel Chinchanikar
- Transformations 091204032352 Phpapp02Загружено:mangiman
- MG21E - Test 10-28 PDFЗагружено:elee0419
- 523453Загружено:Bilal Asim
- Median Drawn to the Hypotenuse of a Right TriangleЗагружено:Ankit Nautiyal
- Nov 2003 P1Загружено:api-26543952
- MITRES_6_007S11_hw01Загружено:Shiva Krishna
- IMSO2005 math-3 .pdfЗагружено:diah
- tic tac toeЗагружено:api-449513893
- Section 11.3 Arcs and ChordsЗагружено:Amelita Pepito-Omega Niez-Tupaz
- bamo2016-12Загружено:Nishant
- 2009-2010 LPBS Math Objective Tracker DRAFTЗагружено:Alexa Andersen
- m3l10.pdfЗагружено:srinadh1602
- g4 Math Course of Study 18-19Загружено:Kenneth Odgien
- 10_sm_math_english_2018.pdfЗагружено:Safwaan
- gr6 finalЗагружено:Farah
- Tutorial 2Загружено:sayedjavedalam

- 20101112.pdfЗагружено:tune2gari7
- Biomass Cofiring in Coal-Fired Boilers.pdfЗагружено:Binh Nguyen Van
- Godisnji Plan - 3 Razred - Engleski JezikЗагружено:rickybalo
- M.C. Lopes Filho, H.J. Nussenzveig Lopes and Zhouping Xin- Existence of vortex sheets with reflection symmetry in two space dimensionsЗагружено:Ponmij
- SLV-L49_L52_L59_L69HF_L72HF_L79HF_L89HF_X55_X66HFЗагружено:video76
- A Brief Look on Gaussian Integrals Quantum Field Theory William O. StraubЗагружено:MartinAlfons
- 265182131-230kV-substation-seminar-eric-ppt.pptЗагружено:Swechhya kafle
- 08-MATH StatisticProject 18BelleSЗагружено:18BelleS
- HEMPEL'S CURING AGENT 95040.pdfЗагружено:eternalkhut
- Rhotex_320-IX28005-EЗагружено:Satish Shetty
- The Black CatЗагружено:Cătălina Suditu
- Chapter 25Загружено:vishwanathz
- Meraki Datasheet MxЗагружено:Kumaran Allimuthu
- Km 7222us Rev10netscanЗагружено:Raul Sanchez Roy
- CMDBuild PresentationЗагружено:Dani Elmi
- The physiology of everyday lifeЗагружено:Elenanana
- rtn2yЗагружено:Rachamreddy Thulasi Narasimha Reddy
- Coal Bed Methane Aminian Paper 2Загружено:Aliph Shiyad
- Repeated Testing Produces Superior Transfer of Learning Relative to Repeated StudyingЗагружено:AssignmentLab.com
- 20180113-030334 Office LensЗагружено:satydesh
- The Textus ReceptusЗагружено:perepinyol
- 03 Wadam StandardЗагружено:tt3340
- Plasma TV User Manual 440-450lЗагружено:reggiekovoor
- Tricho Moni as IsЗагружено:sherinshahs2010
- Chapter One: Introduction 1.1. Background Teff [EragostiesЗагружено:alevoltage187
- Chopin Study GuideЗагружено:Jaison Loodu
- SNA-386 datasheetЗагружено:Toletol3
- DISASTER MANAGEMENTЗагружено:Neha Mittal
- FS 6Загружено:Dave Khyl Josol Bosque
- AutoCAD 2014 System RequirementsЗагружено:EricJohnDerafera

## Гораздо больше, чем просто документы.

Откройте для себя все, что может предложить Scribd, включая книги и аудиокниги от крупных издательств.

Отменить можно в любой момент.