Geometry Sections 4.4/4.5 1. Basic Information Common Core Standards G.CO.

7 Use the definition of congruence, in terms of rigid motions, to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. G.CO.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. G.CO.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180 degrees; 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. High School Geometry Monday February 25, 2013 80 min class period Prior Knowledge? Students will use knowledge that they have about congruency, writing proofs, and triangles to help them master writing proofs for proving triangles congruent. Rationale: Being able to do proofs is a crucial geometry skill for students to master, the congruence activities will give students a basis for building off of to begin writing proofs. Materials: Students: pencil/pen, paper, books, homework Teacher: notes, markers, congruence triangles, homework problems worked out, pencil, note sheets. 2. Procedures A. Anticipatory Set (12-15 min) Students will answer the opener questions on the board Find class average for I can statements to see if they understood the material from the previous day Students will go over homework problems and answer any questions before passing in the homework.

Teacher will hand back quizzes, teacher should go over quiz answers and demonstrate examples if necessary. Students will have an opportunity to do quiz corrections for up to half the points back if they chose to be turned in tomorrow (Tuesday).

B. Objective After listening to the lecture and participating in the congruence activity, students will attempt at least one of the proofs in the proof packet. C. Input (15-20 min) Teacher will break the students into groups of 3-4 Small groups will need a protractor, ruler, paper, and pencils Teacher will ask students to draw a triangle that is exactly like the one that they are holding. Students must write down the questions and teacher will walk around answering them Teacher will only answer simple questions (yes/no, one answer questions) To get full points students will need to correctly draw two triangles, extra credit points will be awarded to groups who draw more then two.

D. Modeling (20 min) See attached notes sheet for the modeling problems for students. The students will need to take the proofs slowly; they are hard. Explain that I wont help them unless they have written down the given and marked the figure. If you are on the basketball team and you never actually practice, someone just tells you what to do when you get to the game you wont do so hot, same thing with proofs, you need to practice to get better and do well on the test. E. Check for Understanding (5 min) Ask students throughout the lesson for their answers to the problems that we are working through. Allow students to attempt on their own and give suggestions instead of telling them everything. F. Guided Practice (5 min) Guide students through problems in the notes G. Independent Practice (10-15 min) Students should begin to work on the proof worksheet, depending on how much time is left after notes and the congruence activity students will be expected to do some number of the proofs. H. Closure (3 min) Tomorrow we will go over the proofs and continue practicing proofs so that they might get easier. The test will be on Friday, and if you want to do quiz corrections those are do tomorrow.

3. Assessment and Reflection The assignment will be completed as homework, and the objective will be checked the next time that they have class.