Triangle Congruence

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Triangle Congruence
Lesson Title: The Congruent Games
Grade Level: grades 6-9
Textbook / Resource and Relevant Pages:
Aichele, D., & Wolfe, J. (2008). P. 399-419. In Geometric structures: An inquiry-based approach for
prospective elementary and middle school teachers. Upper Saddle River, N.J.: Pearson/Prentice Hall.

and

Kahoot.it
Math topic: Triangle Congruence
Statement of goals / standards:
a. Mathematical Goals: The students will be able to:
(1) Define Congruent Triangles.
(2) Be able to prove congruency using each of the four methods of proving
triangles.
(3) Explore and investigate mathematical ideas and construct math conjectures.
(4) By presenting their thoughts to the class, students practice communicating
mathematical thinking to others.
b. Standards: NCTM Content Standards (grade 6 -8)
Precisely describe, classify, and understand relationships among types of two- and
three-dimensional objects using their defining properties;
Understand relationships among the angles, side lengths, perimeters, areas, and
volumes of similar objects;
Create and critique inductive and deductive arguments concerning geometric ideas
and relationships, such as congruence, similarity, and the Pythagorean relationship.
c. Standards: Common Core/Iowa Core Standards
HSG.CO.B.8
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from
the definition of congruence in terms of rigid motions.
HSG.CO.B.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.
Expected Prior Knowledge

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Knowledge of basic triangle construction.

Vocabulary: congruent, construct, angle, sides

Materials:
Construction & drawing paper
Poster board
Flexible plastic straws
Pipe cleaners
Scissors
Wiki-stix
Craft sticks
Glue
Markers /colored pencils
*access to electronic device (smartphone/tablet/computer) for assessment via web site
Use of space:
Seating: Four tables able to seat 3- 5 students
* Students will be selected to work in cooperative groups (throughout the lesson) by
randomly choosing colored sticks in the Do Now / Before Launch activity.

PROCEDURES
Before (Launch):
Before / Launch Activity
Amount of time: 5 mins
Do Now Activities
Teacher Activity
Anticipated Student Responses
Teacher:
1. Choose a stick to determine your
cooperative group for our work today.
(Students select sticks which have the unseen
end shaded in one of four colors).
Find the table with your matching color.

Students will match their stick color to the

color of the mat on one of four tables to
evenly divide the class into four
cooperative/collaborative groups for
activities.

2. Before we begin our math explorations for

the today, please take your electronic device
(Smartphone, tablet, etc.) and go to the URL
kahoot.it and log in
** At the end of our work you will have a
chance to play a fun game to check for your
understanding of the math ideas we will be

Students locate web site and complete log-in

procedures following directions on site.

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learning today.
Ask intro question (place on board/computer):
What is your definition of Congruence?

Fairly accurate definition of congruence (prior

knowledge)

Note: be sure to Display Objectives:

What is the definition of a congruent triangle?
How do we prove that two triangles are
congruent?

Draw shape that has the same sides and show

that there is only that one way that
corresponding could be angled for it to be
equal.

Incorrect student response(s).

Students leave out sides or angles.

For angles draw a shape with same angles but

show that there could be adjustments of side
sizes.

Rationale(s):
1. Activates prior knowledge:
They will be using congruency definitions from the last lesson.
2. Hooks learners: In what ways did you design your warm up to engage and motivate /
hook learners?
We have visuals and effective discussions. (Use white boards for answers.)
Website demo: http://www.mathopenref.com/congruenttriangles.html

During (Explore):
Exploration Activity to Promote Students Learning
Amount of time: 30 mins
Transition to Explore Task
Discussion relating back to prior class agreed upon definition of congruence. (Option: have a
student write the definition on the board for us.)
Definition: Triangles are congruent when all corresponding sides and interior angles are
congruent. The triangles will have the same shape and size, but one may be a mirror image of
the other.

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One way to think about triangle congruence is to imagine they are made of cardboard. They
are congruent if you can slide them around, rotate them, and flip them over in various ways so
they make a pile where they exactly fit over each other.
What we want to talk about today are the ways we can prove that triangles are or are
not -congruent. ** Give each table a bag of materials and poster board.
Explore:
Option 1:
From the bag of material we have given your table take out 3 straws, a piece of pipe cleaner,
scissors and a ruler.
Cut the pipe cleaner into three equal pieces and then create a triangle by using the straws for
the triangles sides and the pipe cleaner as connectors.
With your table team, create a triangle with the sides of length 3 inches, 4inches, and 6 inches
(using the ruler and the scissors to cut the straws).
Compare your table groups triangle with the group on your right. Notice anything?
(Students should be able to quickly determine the triangles are congruent)
Why do you think all the triangles in the room turned out to be congruent?
Would any two triangles with sides of length 3 inches, 4 inches, and 6 inches be congruent?
(Students should conclude that any two triangles with sides of these lengths will be congruent
since no matter which order you place the straws, you will always get the same triangle, just
maybe flipped in some way.)
Once the class as a whole has agreed that knowing the lengths of the three sides of a triangle is
enough to determine the characteristics that make a triangle a unique/specific triangle,
explore these questions:
Would one side be enough to determine a triangle? Two sides?
One angle? Two angles?
One angle and one side?
To help students visualize an angle, when one or both of its composing side lengths is not
known, have the students use a bent piece of pipe cleaner to represent such an angle.
It is important for the students to draw a variety of acute and obtuse angles as well as a right
angle in order to make sure they have considered a variety of triangles before we explore how
else to prove if a triangle is congruent to another.
Once the class establishes/agrees that at least three parts (of the six i.e. 3 sides, 3 angles) of a
triangle are needed to determine whether it is a unique triangle, we decide as a class how

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many unique combinations of sides and angles exist. (Note: although there are 6
combinations, we will begin looking at just 4 = SSS, SAS, ASA, AAS, and save AAA +
SSA for another time).
Now that we have worked through a couple of the ways we can PROVE congruence
together using pipe cleaner connectors and straws we are going to investigate how we
might use the other materials in the bags you were given to represent these proofs in
another format.
We will assign each table ONE of the 4 ways we have been discussing use the materials
and explore alternative ways to show your proof --- then create a group poster to
illustrate this method for determining congruence.
Finally, we will come back together as a class and share each groups work.
Option 2:
Give students materials and have THEM discover the 4 methods of proof themselves with
teacher(s) walking around and providing prompts as needed.
Have table teams share discoveries. Then we will assign each table ONE of the 4 ways we
have been discussing use the materials and explore alternative ways to show your
proof --- then create a group poster to illustrate this method for determining congruence.
Finally, we will come back together as a class and share each groups work.

Anticipated Student Responses

Students will work together to use trial and error to construct congruent triangles from a
variety of materials provided.

Incorrect responses would be forming shapes that are not triangles and/or identifying triangles
as congruent without demonstrating accurate representation of congruency (example: sides
and/or key angles not equal)
Teachers Follow Up
How to tell if triangles are congruent:
Any triangle is defined by six measures (three sides, three angles).
But you don't need to know all of them to show that two triangles are congruent.
Various groups of three will do.

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Triangles are congruent if:

1. SSS (side side side)
All three corresponding sides are equal in length.
2. SAS (side angle side)
Pair of corresponding sides and the included angle are equal.
3. ASA (angle side angle)
Pair of corresponding angles and the included side are equal.
4. AAS (angle angle side)
Pair of corresponding angles and a non-included side are equal.

Comments the teacher could make to clarify and highlight.

For example, If you were given the lengths of two sides and the included angle (SAS), there is
only one possible triangle you could draw. If you drew two of them, they would
be the same shape and size - the definition of congruent.
Properties of Congruent Triangles
If two triangles are congruent, then each part of the triangle (side or angle) is congruent to the
corresponding part in the other triangle. This is the true value of the concept;
once you have proved two triangles are congruent, you can find the angles or
sides of one of them from the other.
In addition to sides and angles, all other properties of the triangle are the same also, such as
area, perimeter, location of centers, circles etc.
o SSS Are there any other ways to make a triangle from three pieces of wood?
No there is not. Three sides can only make one triangle of one exact size with
angles of only a particular measure to match the sides.
o SAS With two sides cut and the angle between them set the other side has to
be of a certain length, and no other length will work, to complete the triangle
o ASA With one side cut and the two angles that emanate from that side predetermined the two other sides can only be of one length before they meet.
Also once you have one side and two of the angles the third angle must be 180
degrees minus the two angles you have been given otherwise it would not be a
triangle.
o AAS the same logic works for this one as for ASA in that with two angles and
a side you have fixed the size of the triangle and you have all the angles
because the third angle must add into the other two to give 180 degrees

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Rationale(s):
By providing concrete materials to represent the critical features of congruency and
providing opportunities for peer discussion as students investigate ways to demonstrate or
proof congruency students will gain mastery of mathematical vocabulary and the ability to
use the corresponding math concepts in problem solving and critical thinking situations.

After:
After (Sharing and Summarizing Activity)
Amount of time: 5 7 mins
Transition to Discussion
Teacher(s):
After you have had an opportunity to find a way to prove (or disprove) that you have
congruent triangles; please create a poster representing your work.
As we discuss each of the 4 ways we explored today for determining congruency we will ask
that group to stand and share their poster and tell us about how they created it.

Orchestrating the Discussion

Sequence of Student Responses
Each of the four tables/groups will have one of the 4 methods for proving congruency.
Since every group will present; the order can be on a volunteer or random basis
Rationale for Sequence
Every group will have a distinct method to share, so each will present.
For each strategy selected above, complete the 2 columns below:
Strategy/Presenters
Discussion Questions/Probes
As peer groups present the teacher(s) will
restate and/or ask clarifying questions as
needed to support concepts and check for
small group and class understanding.

How did you decide to use that type of

material? Is there any other way you could
have shown that concept?
What are the most important things to
remember about this method for proving if a
triangle is or is not congruent?

Connections

Teachers Strategy for Making these

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Connections Explicit
Summary of activity:
What are four ways we found to determine
triangle congruence?

When you describe two triangles as being

congruent what are some other words you
might use? (Examples: same, exact,
duplicate, etc. WATCH for words like
similar to redirect students to look at a very
big triangle and a very small one )
Do you need to know the exact measurement
of every part of both triangles to decide is
they are congruent?
Reteach the idea of being able to cut the
triangles out of cardboard and placing them
on top of each other to show congruency if
needed.

Closure:
Closure Activity
Amount of time: [5 mins]
We learned ways today to use the knowledge we have learned previously about what makes a
triangle a triangle --- (and what are these features? = 3 closed sides, 3 angles creating total
measure of 180 internal degrees) to prove if two triangles are congruent (and what are
these? = SSS, SAS, AAS, and ASA).
What are some other shapes we have learned about (rhombus, quadrilateral, etc.)?
Do you think there will be ways to prove if they are congruent?
Teachers Follow Up

Anticipated Student Responses

Students being able to construct two or more
congruent triangles.

Point out how the key elements are the

same following the method of proof being
used (example: excellent, I notice that the 3
sides are the same; or two sides and the angle
are the same. etc.)

Identifying incorrectly two triangles as

congruent.

Reteach the idea of being able to cut the

triangles out of cardboard and placing them
on top of each other to show congruency if
needed.

Rationale(s):

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1. Reinforce learning goal(s):

Restating the key points from this lesson and tying it back to prior knowledge helps
students make connections.
2. Actively engage learners:
By asking students to imagine how these same mathematical ideas might work with
other known shapes we help them learn to make generalizations.

Method(s) of Assessment

State Alignment with Learning Goal(s)

Informal assessment(s): As the students are

working in their cooperative groups we will be
observing their interactions with peers and
demonstration of math geometric construction,
correct use of mathematical vocabulary and
understanding of concepts.

Informal assessments:
The students will be able to:
Prove congruency using each of the four
methods of proving triangles.
Explore and investigate mathematical ideas
and construct math conjectures.
By presenting their thoughts to the class,
students practice communicating
mathematical thinking to others.

Formal assessments: Kahoot.it

* premade questions by teacher uploaded on site
related to assessed learning on this topic in
game format

Formal assessments: Define Congruent

Triangles.

Collect Exit Pass: Option 1=See appendix

Option 2 = Post it notes with
Summary/question response

Extension: (See Appendix)

Given pictures of 14 triangles with some information missing, students must solve for missing
data and match triangles based on congruence.
Students will use the following criteria to complete activity:
Remember:

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To be sure that triangles are congruent they must have three sides
and three angles the same.
You can use these rules to help you find out if that will be the case:
1. SSSThree sides the same;
2. SASAn angle in between two sides that are the same;
3. ASATwo angles the same and the side in between them;
4. AASTwo angles the same and the side opposite them;
* To get started, label all the angles in the triangles that are missing,
by using the fact that they must add up to 180 degrees.

Appendices:

CPCTC mnemonic device mini poster

Extension Activity
Observation Checklist
Exit ticket

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To remember this important idea, some find it

helpful to use the acronym

CP CT C:

Corresponding
Parts of
Congruent
Triangles are
Congruent

Aichele, D., & Wolfe, J. (2008). P. 413. In Geometric structures: An inquiry-based

approach for prospective elementary and middle school teachers. Upper Saddle River,
N.J.: Pearson/Prentice Hall.

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EXTENSION ACTIVITY

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Assessment Checklists

Triangle Congruence Teacher Assessment

Students Name:
__________________________________

Check all of the items observed.

At least three elements of triangles needed for

determining congruence identified

Student demonstrated appropriate classroom behavior

expectations regarding listening to other students ideas
and taking turns with materials and speaking

Student followed teacher directions at least 80% of the

time

Student used manipulatives and other materials

appropriately

Student correctly used mathematical vocabulary

Student worked cooperatively with peers

Student remained on task

Work is signed

______________________________________

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EXIT PASS:
Name: ____________________________

1. One thing I know about how to prove a triangle is congruent:

2. One thing I would like to review tomorrow:

3. I could teach someone else congruent triangles:

4. One more thing I wonder about congruency:

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Yes or No