Direct instruction

Teacher(s): Jose Byrne

Subject: Mathematics (6th Grade)

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson
HS.G-C0.B.8: Explain how the criteria for triangle congruence (ASA, SAS, SSS) follow from the
definition of congruence in terms of rigid motions
Objectives (Explicit): Use Blooms verbiage and formula

Students will demonstrate application of rigid motion knowledge to triangle congruence by changing triangles
to determine if they are congruent.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

Summative: Students will fill out the quiz at the end of the class which asks about two specific triangles and
whether or not they are congruent (part of independent practice). During Guided Practice the students will try out
the applet and we will go around the class checking that they get the triangles correct. The applet tells us
specifically where the student it succeeding and where they may not understand.
Formative: Throughout the class we will be making Formative Assessments. I will ask the following specific
questions:
Why are ASA triangles congruent and AAA triangles not?
How are rigid motions and congruency related?
How are congruency and similarity different? The same?
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Recall rigid motion and how it applies to congruence.

Apply rigid motion congruence to triangles

Categorize the information necessary for triangles to be congruent

Key vocabulary:

Rigid motion
Congruence
Triangles
Reflection
Rotation
Translation

Materials/Technology Resources to be Used:

Laptop for every student

Congruence applet

Google Forms

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Get into small groups and put your ideas on the board. We give the basic rigid motions, they write
everything they know about this (draw picture, does it change the shape?, does it change the size? Is a
shape congruent to the shape created by the rigid motion)
Teacher Will:

Instructional Input

Student Will:

Discuss what is meant by ASA

and AAA
Use applet to show examples of
ASA triangles, and show how
they will always be congruent.
Discuss. (apply rigid motion
congruence to triangles)

Follow along with the work being done

in the applet
Participate in discussions about
congruences
Apply their knowledge of rigid motion
congruence to triangles

Use applet to show examples of

AAA triangles, and show how
they are not necessarily
congruent. Discuss.

Differentiation How will your instruction look different for those students who need differentiation or
accommodations during your instructional input/teaching?

Students who need a more hands-on experience may follow along and use the applet on
their own computer
Students may draw the triangles we create if they prefer or if they do not have a computer

.
Teacher Will:

Independen

Guided Practice

Student Will:

Congruence theorem online

activity. Room is split into 4
groups and does the remaining
congruences and incongruences
(SAS, SSS, AAS)/(ASS)

Use the online applet to try out different

combinations to check to see if they form
congruent triangles. If not, explain what makes
the triangles incongruent, such as it makes
the triangles similar but not congruent,
meaning it can change size, or The last side
has more than one possible length

Differentiation/Check for Understandinghow are you going to know if EACH student is ready to move onto
independent practice? And how are you going to differentiate if they do not understand?

Students may use pencil and paper to work on making the triangles

Encourage students to look at flips and rotations to see that congruent triangles dont
always look congruent at first

Teacher Will: Be specific

Student Will: Be specific

Make online, two-question,

quiz: are these triangles

Apply knowledge of congruence

criterion to determine which sets of

t Practice

congruent, why?
One set of triangles will be
congruent, one set will not be

triangles are congruent/noncongruent

Show which criterion apply to each
set of triangles in order to justify
their answers: By AAA criterion,
these triangles are not congruent

Differentiation How will your instruction look different for those students who need differentiation or
accommodations?
Physical forms of the quiz should be available for students who do not have a
computer/online access
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

Architects use similar triangles and other shapes to build and ensure that things are even and
balanced

Has anyone seen a building or structure with similar triangles? Next time you're out look at the buildings
and try to find similar triangles or even other shapes
Finish with final formative assessments as a group - Which rules give congruency? What is a rigid
motion?