Lesson Plan by: Stephanie Miller Lesson: Congruence and Triangles

Lesson Plan by: Stephanie Miller

Lesson: Congruence and Triangles Length: 35 minutes Grade: Geometry

Academic Standard(s): MA.G.4.6 2000| Prove that triangles are congruent or similar and use the concept of corresponding parts of congruent triangles. EL.CMP.3.1 2006| Demonstrate control of grammar, diction, paragraph and sentence structure, as well as an understanding of English usage.

Performance Objective(s): 1) Given 18 problems, the geometry students will apply the concept of corresponding parts to determine whether two triangles are congruent or not at least 15 times correction. 2) When given a prompt, the geometry students will demonstrate their control of grammar and paragraph structure by scoring at least 10 out of 12 points on a rubric.

Assessment: Students will be assigned 18 problems (pp. 236-239 #16-50 evens) which will be solved correctly with at least 83% accuracy. Students will be assigned to write a paragraph summarizing the lesson with at least 83% accuracy. Their paragraph will be graded for proper paragraph structure, grammar, and accuracy of the content.

Advance Preparation by Teacher: 1) Make copies of note-taking guide for students. 2) Cut out enough triangle shapes for each student. 3) Post a sign that says "Congruent" and one that says "Not Congruent" on opposite sides of the classroom. 4) Open PowerPoint labeled "Congruence and Triangles."

Procedure: Introduction: "Last chapter, we learned a lot about triangles, such as finding the length of the sides and finding out the longest and shortest sides by using the angles. Today, we will continue on the topic of triangles, but this chapter will be all about determining if two triangles are the same or what mathematicians like to say, congruent. I found a video on YouTube which introduces most of the topics we will be covering in this chapter. While you are listening, write down some of the topics that are mentioned. Keep this sheet and refer back to it throughout the chapter. By the end, you should be able to explain almost everything that you wrote down."

Step by Step Plan: 1. [Slide 1] Hand out note-taking guide for each student. 2. Begin with introduction (above). 3. [Slide 2] Play video on PowerPoint. 4. Ask students to name off some of the topics they heard during the song. Topics

should include: SSS, SAS, ASA, AAS, HL, CPCTC, Congruence, and Corresponding Parts. 5. [Slide 3] Explain to students that they will be using the concepts of congruence and corresponding parts today. 6. [Slide 4] Call on students to read the definitions aloud. Ask students to try to draw two congruent triangles based on the definition. Ask one student to draw their triangles on board. (Gardener: Visual-Spatial) Ask class to classify the triangles based on what they've learned in Chapter 4. (Bloom's: Comprehension) Discuss whether the triangles match the definition. 7. [Slide 5] Explain that there are specific notations to show congruence. [Press enter] Describe the symbol for congruence, angles, and how congruent angles are shown. [Press enter] Describe how congruent sides are shown on a triangle. [Press enter] Describe the symbol for triangles and how congruent triangles are depicted. Be sure to emphasize the order of the letters. 8. [Slide 6] Explain that the students will need to be able to write congruence statements. [Press enter] The first is to determine whether the triangles are in fact congruent by looking for corresponding parts. [Press enter] As each of the corresponding angles and sides are highlighted, draw attention to the symbols that indicate they are congruent. The next step is to list the letters of the angles in so the corresponding angles are in the same order. [Press enter] Show how A is congruent with F and both are listed forth, and so on. 9. [Slide 7] Tell students it is time for them to try. They will be shown two triangles and they should shout out if they think they are congruent or not congruent. 10. [Slide 8] Give class time to answer. (Answer: Congruent) [Press enter] Give class time to answer. (Answer: Congruent) [Press enter] Give class time to answer (Answer: Not congruent). 11. [Slide 9] Pass out a triangle to each student and tell them to wander around the classroom while the music plays. When the music stops, tell them to go up to the student closest to them and determine whether their triangles are congruent or not. They should go to the appropriate side of the classroom and the teacher should check for accuracy. Ask various students with non-congruent triangles to identify the parts that keep the triangle from being congruent. Repeat at least twice, where the third time they switch triangles with someone. Have students return to their seat. (Gardener's: Bodily-Kinesthetic, Interpersonal; Bloom's: Analysis) 12. [Slide 10] Tell students it is time to do some examples.

13. [Slide 11] Ask a student to the question aloud. Be sure they say "Find the length of line segment of XZ, and find the measure of angle Q." Remind them that we know the two triangles are congruent. Ask them how they could determine the length of the line segment. (Bloom's: Evaluation) [Press enter] They would use the fact that the triangles are congruent to locate the corresponding parts. "Can you find the corresponding angles?" (Bloom's: Knowledge)

14. [Press enter three times] "If line segment PR has a length of 10, and PR is congruent to line segment XZ, how long is line segment XZ?" (Answer: 10) [Press enter] "If angle Y is 95 degrees, and angle Q is congruent to angle Y, what is the measure of angle Q?" (Answer: 95 degrees) [Press enter]

15. [Slide 12] Read the problem aloud. [Press enter] Ask them to recall that vertical angles are congruent. [Press enter] Ask them what it the arrows mean (Answer: parallel lines). "There is a line that cuts through those lines. What is that line called? (Answer: transversal). What do we know about the interior angles created by a transversal?" (Answer: they are congruent). [Press enter twice]

16. [Slide 13] Summarize what was just discussed. [Press enter twice] Ask if they are congruent (Answer: Yes, because the corresponding parts are congruent). [Press enter] Discuss how they would write the congruence statement. [Press enter]

Closure: [Slide 14] Tell students to write a paragraph discussing what they have learned. Remind them the structure should start with a thesis statement, include supporting sentences relevant to the thesis statement, and should end with a statement that summarizes what was said. Tell them they will be graded on accuracy, grammar, and paragraph structure (Gardener's: Linguistic). They will also have homework problems which they can work on if they get done early, which will be due the next class.

Adaptations/Enrichments: Students with a learning disability in mathematical calculation: The activity should provide concrete examples to help the students understand the concept of congruence. The emphasis on matching corresponding angles should provide the students with an easy to follow guideline to determining whether the triangles are congruent. Students with ADHD: Giving the students an activity and a chance to get up to move around will keep them from getting bored as easily and therefore, less likely to get distracted during the lesson. Students with Gift/Talents in math: Instead of solving #'s 26, 28, and 30, ask students to find patterns for the smallest amount of information they need to determine if the triangles are congruent.

Self-Reflection: Did the students need more help or time to write the paragraph? Did the activity seem to help the students understand the concept? What could I have explained better?

Sources: Chandler, Laura. "Toe to Toe Geo." Teaching Resources. . Web. 12 Apr. 2012. Larson, Ron, Laurie Boswell, and Lee Stiff. "Congruent Triangles." Geometry: Concepts and Skills. Evanston, IL: McDougal Littell, 2003. 233-39. Print Le, Chau, Jane Lee, and Jennifer Lee. "Triangle Congruence Song." YouTube. YouTube, 27 May 2011. Web. 12 Apr. 2012.

Video Topics

Section 5.1: Congruence and Triangles

Vocabulary Corresponding Parts:

Congruent:

Notation

v

Writing a Congruent Statement Step 1: Step 2:

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download