Digital Unit Plan Template

Unit Title: Congruency and Geometric Proofs Name: Jessica Kaer

Content Area: Congruency Grade Level: 10
CA Content Standard(s)/Common Core Standard(s):
HSG-CO.C.7 - Use the definitions of congruence in terms of rigid motions to show that two triangles
are congruent if and only if corresponding pairs of sides and corresponding pars of angles are
congruent.

HSG-CO.C.8 - Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow the
definitions of congruence in terms of rigid motions.

HSG-CO.C.9 - Prove Theorems about lines and angles. Theorems include: vertical angles are
congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and
corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly
those equidistant from the segment's endpoint.

HSG-CO.C10 - Prove theorems about triangles. Theorems include: measures of interior angles of a
triangle sum to 180; base angles of isosceles triangles are congruent; the segment joining midpoints
of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle
meet at a point.

Big Ideas/Unit Goals:

Big Ideas:
1. Angle relationships show triangle relationships
2. Triangles are essential to mathematical proofs.

Unit Goals:
1. Students should understand why certain angles are congruent both within a triangle and
outside of triangles and how to use this information to show triangle congruence.
2. Students should understand why the values and congruence of angles within a triangle are
important to the completion of proofs and understanding of triangles.
3. Students should understand why corresponding portions of congruent triangles are equal and
how congruent side and angles can show that multiple triangles are congruent.
4. Students should start to understand the important of triangles within real world applications.

Unit Summary:
In this unit, I will show students many different ways to complete proofs to show that triangles are
congruent. The first portion of this unit will consist of teacher lecture. There will be two full days of
teacher lecture which include an entry exercise, teacher lecture, individual study and an exit card. On
the first day of lecture, students will complete a one minute paper in which they will write out three
postulates and two theorems that they already know and describe what each does for us in proofs.
These will be turned in and graded on a participation only basis. There will then be a teacher lecture
on three new concepts to complete the proofs. Students will have guided notes to follow along with
the teacher lecture. During the lecture time, students will actively participate through answering
questions listed in the lecture. Once the lecture is complete, students will transition in to independent
study where they have additional questions on the guided notes that they are to complete in class or
for homework if they do not finish. At the end of the class period I will present an exit card question
for students to complete prior to leaving the class. I will also emphasize one of our future assessments
as the information they learn in the teacher lecture will be used to complete the graphic organizer
assessment. The second day will consist of another teacher lecture that will follow the same pattern.
Students will complete a warm up exercise of reiterating to the class the three things they learned the
day before. Then we will go in to the teacher lecture which will consists of three new concepts to
complete the proofs. Students will continue their guided notes to follow along with the lecture. There
will be an exercise during the lesson where students will be given a blank piece of paper and we will
show, by ripping up the paper in to triangles and then their angles, how all triangles have angles that
add up to 180 degrees. Then we will continue the teacher lecture and then move in to the
independent study. Students will have questions to answer in the guided notes that will be homework
if they are not finished. Then there will be an exit card that needs to be completed to exit the class
room. I will also emphasize one of our future assessments as the information they learn in the teacher
lecture will be used to complete the graphic organizer assessment. The teacher lecture and guided
notes/homework are necessary for students to learn the majority of the information and then using
notes and repeating processes will push students to remember the concepts. On the next day of the
unit students will use the class period to complete their Webercise assignment. The Webercise
consists of students being placed in groups of three or more. Each group will be given a picture of an
object or place in the world as well as a picture of a theorem and a list of questions that need to be
answered with a list of helpful websites on the page. Students will use the class period to browse the
internet to find the answers to the given questions. They will also prepare for a presentation on their
findings which they will give to class at the end of the unit. This will be presented in the form of an
Infographic and will be presented to the class on the day before the unit exam. Doing this kind of
online exercise will show students what resources they have on the internet and will show them how
triangles are everywhere and are necessary for real world applications. The next day of the lesson will
consist of students completing a graphic organizer and an ending exercise. Students will use their
prior knowledge to help them complete an online Mind Map of the theorems and postulates they
already know as well as some unknowns. Students will be given a list of items that must be included
on the Mind Map as well as the three categories that the items must be placed in. They know most of
them but some are new. For these, students must use only the text book to find the answers and the
definitions of these items. The definitions must be written on the page given and be included in the
mind map with the definition. Once these are complete, we will come together as a class. First
students will be called on to explain the definitions of the unknown items. Then we will complete a
mind map as a class whole by having one person from each group come up individually and place the
item where they think is appropriate. Then we will discuss the answers for correctness. When
students are finished, I will print them all a completed mind map for their notes. This exercise will not
only have students accessing prior knowledge and organizing it in to a graphic organizer for assistance
for the future and they must use their reading and research skills to find teach themselves the
unknowns. At the end of the period, I will take a few minutes for students to complete a 3 2 1 exercise
where they write out the following: identify 3 things that they have learned, 2 ways they will use it,
and 1 thing that surprised them about the content. This will be turned in and they will be graded on
participation. This exercise will have students thinking critically about what they have learned in the
unit and the best ways to use what they have learned. The next day of the lesson will consist of
students first completing a think pair share. They will answer the following question: write out, in
paragraph form, your thought process when completing a two column proof. Then they will connect
with a partner to discuss their answers and then share with the class. This will hopefully open up
some students eyes to different approaches and help them be more successful in the future. After
this is completed, the student groups will come up to the front to present their Infographics to the
class. Each student must present at least one answer to a question and there must be at least 6
pictures depicting answers and 2 pictures that show the two given items for the questions. If there is
time at the end of the day, I will go over some items that may be tricky that will be on the exam. This
will be the end of the active teaching portion of the unit. The final day of the unit will consist of a unit
exam on the content.

Assessment Plan:
Entry-Level: Formative: Summative:
One Minute Paper Exit Card 1/Exit Card 2 Presentation on
Students will complete a Students will complete an exit Webercise via an
One Minute Paper card as they leave the classroom. Infographic
where they have one These are included in the The last day of the unit will
minute to answer the PowerPoint lectures. consist of students
following question in Think Pair Share presenting their
paragraph form: Write Students will consider the information from the
out 3 postulates and 2 following question: Write out, in webercise via an
theorems you already paragraph form, your thought infographic.
know and what they process when completing a two Exam
do. column proof. They will then At the conclusion of the
connect with a partner to discuss unit, students will take a
their answers and share with the comprehensive exam on
class at the conclusion. the knowledge they
Graphic Organizer - Mind Map obtained in the unit and
Students will get in groups and prior.
organize their knowledge of proof
reasoning in to a graphic organizer
321
Students will identify 3 things they
have learned, 2 ways they will use
it and 1 thing that surprised them

Assessment Plan Summary:

The assessments I will have for this unit include an entry level assessment, four formative
assessments and two summative assessments. The entry level assessment will be a One Minute
Paper. This assessment will be administered at the beginning of the first day of the unit. The students
will be asked to write out 3 postulates and 2 theorems you already know and what they do in one
minute. This pushes students to access their prior knowledge and activate that area of their brain
where they are thinking about proofs. The four formative assessments are exit cards, think pair share,
a graphic organizer, and a 3 2 1 exercise. The exit cards will be completed at the end of each part of
the teacher lecture for the lesson. The question will be presented after independent study and
students will be given approximately 10 mins to complete the exercise. The think pair share will be
given on the third day of the unit, after the teacher lecture portion. Students will be asked to write
out, in paragraph form, their thought process when completing a two column proof. They will then
connect with a partner and discuss their answers and then share their methodology with the class.
This will push them to think about how they process the information and the problems and maybe
they can pick up on other students processes for more understanding. The next is the graphic
organizer. This will be during an entire class period where students get in to groups of three and they
will organize their current and future knowledge in to a mind map on the computer. They will need to
research the unknown knowledge in their text and complete the mind map before we come together
as a class and create one as a class. This will hopefully lead in to a thoughtful discussion about where
items should be placed on the mind map. The last formative exercise is a 3 2 1 exercise. This will
happen at the end of a class period, after all instruction has been given. Students will be asked to
identify 3 things they have learned in the unit, 2 ways they will use the new knowledge, and 1 thing
that surprised them about the information. This will push students to critically think about what they
have just learned. For the summative assessments students will be completing their Webercise
assignment and in their groups create an Infographic that they will present to the class. This will be
worked out during one class period and outside of class if necessary. The second summative
assessment is a final exam on the information learned through the unit.

Lesson 1 (Teacher Lecture)

Student Learning Acceptable Evidence
Objective: (Assessments):
Students should be able Completion of the
to correctly complete guided notes in class or
proof questions and for homework and all
assess the value of an answers are correct.
angle using the theorems Ability to complete the
taught in the lecture as exit cards correctly and
well as previously learned completely
material. Ability to complete the
one minute paper with a
thoughtful response
Lesson Activities:
One minute paper to access prior
knowledge
Guided notes throughout the lecture
Student participation in the lecture to
help complete the proof examples
Independent study questions during
class and for homework if necessary
Triangle angle activity where students
rip up a triangle to isolate angles, then
they put them in a line and show that
all angles of a triangle always add to
180 degrees
Exit cards for each days lecture that
applies only to what they learned that
day

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Acceptable Evidence: Lesson Activities:
Objective: Students must complete the Students will use the class period to
In groups, students will questions with critical complete the Webercise assignment. The
use their critical thinking thought and find the correct Webercise consists of students being
and online resources to answers. placed in groups of three or more. Each
research the pictures Students must be able to group will be given a picture of an object
given and answer create an Infographic as a or place in the world as well as a picture
questions using their group. of a theorem and a list of questions that
knowledge. Students will Students must be able to need to be answers with a list of helpful
be able to effectively effectively present their websites on the page. Students will use
present the information finding to the class. the class period to browse the internet to
they have found to the find the answers to the given questions.
class. They will also prepare their information
for a presentation they will give to the
class. This will be presented as an
Infographic and must include a picture of
the given photograph and theorem as well
as 6 other pictures that depict the
answers to the questions. The assignment
as a whole will be graded and the whole
group will receive the same grade.

Lesson 3 (Graphic Organizer)

Student Learning Acceptable Evidence: Lesson Activities:
Objective: Ability to correctly place Students will go online and using Mind
Students will be able to each theorem in the correct Map they will categorize theorems in to
correctly organize the category and make a three different categories. Students will
given list of theorems into complete graphic organizer be given a list of theorems to put on the
the correct category. mind map. Some they do not know and
Ability to correctly identify some they do not know. For those they do
Students will be able to the unknown theorems, give not know, they must look through the text
identify and assess the a definition and show they book and find the correct definition and
unknown theorems and understand where and why understand the use of those theorems.
find a correct definition it is used They will identify this information on the
and use. list sheet they are given. Then they will
place the items within the categories on
the mind map. When they are done, we
will come together and students will be
asked to define and identify the use of the
unknowns that were listed on the page.
Once that is completed we will create a
class mind map on the board. Each group
will send one person at a time to the
board to choose an item and put it in the
category on the board. Once it is
complete, students will have the chance
to dispute the answers if they feel there
are any wrong answers. After we have
decided that the mind map is complete, I
will print out a correct one and give it to
all the students so they have it to study.
Unit Resources:
General Triangle, Proof, Congruence and Angles
https://www.shmoop.com/common-core-standards/ccss-hs-g-co-10.html
https://gradestack.com/Complete-CAT-Prep/Geometry/Important-Theorems/19146-3883-35813-
study-wtw
aaamath.com/geo.htm
www.mathleague.com/index.php/about-the-math-league/mathreference?id=71
www.keycurriculum.com/
www.sparknotes.com/math/geometry2/review/
http://virtualnerd.com/common-core/hsf-geometry/HSG-CO-congruence/C/10/triangle-sum-
theorem-definition
List of Theorems
http://cooperms.typepad.com/winders/files/theorems_and_properties_list.htm
https://www.varsitytutors.com/hotmath/hotmath_help/topics/exterior-angle-theorem
PDF on Triangle Theorems
https://www.pearltrees.com/s/file/preview/161530153/Congruent%20Angles%20in%20Isosceles%
20Triangles.pdf
https://www.pearltrees.com/s/file/preview/161530150/Sum%20of%20Angles%20in%20a%20Trian
gles.pdf
Videos on Triangles in the Real World
https://www.youtube.com/watch?v=igq_V2aJSbE
https://www.youtube.com/watch?v=jlJHJEE-QVQ

Useful Websites:
http://virtualnerd.com/common-core/hsf-geometry/HSG-CO-congruence/C//
https://www.illustrativemathematics.org/HSG-CO.C.10
https://www.ck12.org/c/geometry/#/
http://www.storyofmathematics.com/
http://famous-mathematicians.org/
http://www.creativebloq.com/architecture/famous-buildings-around-world-10121105
https://www.youtube.com/watch?v=9EU3FlKj-3M
https://feromax.com/cgi-bin/ProveIt.pl