Professional Documents
Culture Documents
Plan
Final
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:
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
Grade: 7
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?
Estimated # of Days: 1
EQ:
What
are
the
three
ways
we
can
classify
triangles
by
looking
at
the
sides
and
angles?
What
do
students
need
to
learn
to
answer
the
EQ?
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?
Activating
Strategy:
The
students
will
complete
a
bell
ringer:
In
your
own
words,
what
is
the
How
will
you
activate
definition
of
a
triangle?
The
students
will
have
2-3
minutes
to
answer
the
your
lesson
or
link
your
question
in
their
math
journal.
lesson
to
prior
knowledge?
Vocabulary
and
The
vocabulary
will
be
taught
through
the
use
of
a
three
column
graphic
Strategy:
Vocabulary
is
organizer
in
which
the
teacher
will
go
over
each
triangle
and
its
classifications
to
best
learned
if
taught
assist
in
the
learning
of
the
vocabulary.
with
direct
instruction
as
a
preview
and
then
Equilateral
Triangle:
All
sides
of
the
triangle
have
equal
lengths
and
all
re-taught
in
the
angles
of
the
triangle
have
equal
measurements.
context
of
the
lesson.
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
Teaching
Strategy:
Graphic
Organizer:
A
three
column
graphic
organizer
in
which
the
students
fill
in
What
instructional
to
know
the
classification
of
triangles.
strategies
will
you
use
in
your
lesson?
What
Instruction
for
AP1:
The
students
will
follow
along
with
the
three
column
graphic
organizer
will
I
graphic
organizer
called
Types
of
Triangles.
The
graphic
organizer
will
direct
use
to
organize
how
I
them
in
the
different
types
of
triangles
and
their
classification.
This
will
help
want
students
to
think
them
understand
the
vocabulary
for
this
unit.
about
this
content?
Consider
assessment
AP1:
How
does
the
three
column
graphic
organizer
help
students
with
the
prompts
as
regular
vocabulary
for
this
lesson?
checks
for
The
graphic
organizer
has
three
columns,
the
type
of
triangle,
the
side
understanding
in
line
classification,
and
the
angle
classification.
The
students
will
be
instructed
what
with
the
rules
of
APL
to
fill
in
for
the
side
classification
and
angle
classification.
We
will
also
draw
a
(10
and
2
or
3
Step
picture
of
an
example
of
each
triangle
to
show
the
properties.
Max.)
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).
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.
Extended
Thinking
During
AP
#2,
students
must
use
extended
thinking
to
identify
a
triangle
in
the
Strategy:
picture
and
explain
why
it
is
under
that
classification.
To
be
completed
with
your
most
important
The
students
will
complete
an
answering
about
how
they
could
use
todays
concepts.
Not
required
lesson
in
their
own
life.
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?
Types
of
Triangles
Type
of
Triangle
Side Classification
Angle Classification
Equilateral
Triangle
Isosceles
Triangle
Scalene
Triangle
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:
Station
2:
Identify
where
triangle
is
located
in
the
picture:
(ex.
Roof
of
house)
Type
of
triangle:
Station
3:
Identify
where
triangle
is
located
in
the
picture:
(ex.
Roof
of
house)
Type
of
triangle:
Station
4:
Identify
where
triangle
is
located
in
the
picture:
(ex.
Roof
of
house)
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.
2.
3.
4.
5.
6.
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?
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:
Similar
triangles:
If
two
angles
of
a
triangle
have
measures
equal
to
the
measures
of
Vocabulary
is
best
learned
if
taught
two
angles
of
another
triangle,
then
the
triangles
are
similar.
with
direct
instruction
as
a
preview
and
then
re-taught
in
the
context
of
the
lesson.
Teaching Strategy:
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
geo-
board
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.
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
Agree Disagree
Statement
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:
After
Agree Disagree
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:
3. a)
Determine the lengths of the hypotenuse of each of the triangles.
ABC
DEF
GHJ
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:
Characteristics:
Examples:
Non-examples:
Grade: 7
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.
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
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
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.
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
During
AP
#1,
students
must
brainstorm
characteristics
and
real
life
objects
that
Strategy:
can
be
congruent
in
the
web
organizer.
To
be
completed
with
your
most
important
The
students
will
complete
an
answering
about
where
they
see
congruent
concepts.
Not
required
triangles
in
todays
world.
for
each
lesson
and
can
be
an
activity
within
an
EATS
lesson.
Summarizing:
Students
will
use
guided
notes
about
the
knowledge
of
the
vocabulary
learned
in
How
will
students
the
lesson.
summarize
what
they
Students
will
be
able
to
fill
out
a
web
organizer
about
real
life
objects
and
are
learning
during
the
properties
of
congruent
triangles.
lesson
and
at
the
end?
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.
Name:________________________________________
Date:_____________
Congruent
Triangles
Write
two
sentences
about
congruent
triangles.
Use
your
graphic
organizer
as
a
helper.
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.
Grade: 7
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?
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
Activating
Strategy:
The
students
will
complete
a
bell
ringer:
Compare
and
contrast
Similar
and
How
will
you
activate
Congruent
Triangles
using
a
Frayer
Model.
Each
group
will
be
assigned
to
do
your
lesson
or
link
your
either
the
congruent
triangle
or
the
similar
triangle.
lesson
to
prior
knowledge?
Vocabulary
and
The
vocabulary
will
be
taught
through
the
use
of
a
foldable
in
which
the
Strategy:
Vocabulary
is
students
construct
their
own
foldable
to
assist
in
the
learning
of
the
vocabulary.
best
learned
if
taught
with
direct
instruction
Right
Triangle:
A
triangle
that
consists
of
a
90*
angle
as
a
preview
and
then
Pythagorean
Theorem:
A
right
triangle
in
which
one
side
squared
plus
re-taught
in
the
the
other
side
squared
is
equal
to
the
hypotenuse
squared
context
of
the
lesson.
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
Teaching
Strategy:
Graphic
Organizer:
A
foldable
in
which
is
student
created
to
keep
the
vocabulary
What
instructional
terms
at
hand.
strategies
will
you
use
in
your
lesson?
What
Instruction
for
AP1:
The
students
will
follow
along
with
the
power
point
titled
graphic
organizer
will
I
Similarity
of
Triangles.
The
power
point
will
direct
them
in
the
proper
use
of
use
to
organize
how
I
the
vocabulary.
Before
the
teacher
goes
on
to
begin
the
lesson
the
students
will
want
students
to
think
make
a
foldable
in
the
shape
of
a
right
triangle
to
teach
them
the
vocabulary.
about
this
content?
Consider
assessment
AP1:
How
does
the
foldable
help
you
as
the
student
remember
the
vocabulary
prompts
as
regular
for
this
lesson?
The
foldable
is
in
the
shape
of
a
triangle.
You
can
see
the
checks
for
hypotenuse
that
is
along
the
longest
leg
of
the
triangle
and
can
visualize
where
understanding
in
line
it
actually
is.
with
the
rules
of
APL
(10
and
2
or
3
Step
Instruction
for
AP2:
The
students
will
be
shown
the
steps
of
how
to
set
up
a
Max.)
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
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
During
AP
#2,
students
must
brainstorm
objects
that
they
cannot
measure
with
Strategy:
a
ruler
and
validate
their
responses
with
proof.
To
be
completed
with
your
most
important
The
students
will
complete
an
answering
about
how
they
could
use
todays
concepts.
Not
required
lesson
in
their
own
life.
for
each
lesson
and
can
be
an
activity
within
an
EATS
lesson.
Summarizing:
Students
will
use
a
foldable
to
construct
their
knowledge
of
the
vocabulary
How
will
students
learned
in
the
lesson.
summarize
what
they
Students
will
be
able
to
name
objects
that
they
cannot
measure
with
a
ruler.
are
learning
during
the
The
students
will
complete
an
exit
sheet
answering
how
they
could
use
todays
lesson
and
at
the
end?
lesson
in
their
own
life.
Students
will
complete
the
rest
of
the
activity
sheet
Similar
Triangles
for
homework.
2. Assuming the two triangles are similar, find the tower's height from the given measurements
below.
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?
- Same
Shape
- Same Size
Congruent
Triangles
-Same Shape
-Different Sizes
Similar
Triangles
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?
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
Vocabulary
and
Strategy:
Reflexive
Property,
Transitive
Property,
Right
Angles,
Vertical
Angles,
Triangle
Sum,
Vocabulary
is
best
learned
if
taught
Base
Angle
Theorem,
Alternate
Interior
Angles,
Angle
Side
Angle
postulate,
2
sided
with
direct
instruction
as
a
preview
proof,
and
then
re-taught
in
the
context
of
the
lesson.
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.)
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?
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
Definition
2"Sided"Geometric"
Proof
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
A(quantity(is(congruent((equal)(to(
itself.((a(=(a(
Transitive(Property
if(whenever(an(element(a(is(related(
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
Vertical(Angles(are(the(angles(
opposite(each(other(when(two(lines(
cross.(Vertical(angles(are(congruent.
Alternate(Interior(
Angles
When(two(parallel(lines(are(crossed(by(
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
AngleFSideFAngle(
Postulate
If(two(angles(and(the(included(side(of(
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.
2.
Given,
C
is
the
Mid-point
of
line
BE,
Lines
BA
and
DE
are
parallel.
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
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.
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.
Teaching
Strategy:
What
instructional
strategies
will
you
use
in
Graphic
Organizer:
Frayer
Model
AP1:
What
does
ASA,
SAS,
SSS,
AAS
mean
and
how
show
corresponding
parts
of
the
triangles?
Four
Corners
Activity:
Place
signs
in
each
corners
of
the
room
labeled
(signs
attached)
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
Divide
the
class
into
groups
of
2
4
students.
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.
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?