Geometry, Teacher\'s Edition

(Axel Boer) #1

  • Write all of the theorems on the board/overhead as they are taught. Request that the students copy these notes
    down in their notebooks.

  • Review the different types of triangles: acute, obtuse, equilateral, right.

  • Review the parts of a triangle- sides and hypotenuse

  • Review Pythagorean Theorem

  • Show students how to connect the Pythagorean Theorem to the HL Congruence Theorem.


IV.AlternateAssessment



  • Observe students as they work through the lesson with the uncooked spaghetti.

  • Allow time for student thinking and feedback.


sing Congruent Triangles


I.SectionObjectives



  • Apply various triangles congruence postulates and theorems.

  • Know the ways in which you can prove parts of a triangle congruent.

  • Find distances using congruent triangles.

  • Use construction techniques to create congruent triangles.


II.MultipleIntelligences



  • Divide the students into seven groups. Each group is assigned one of the theorems from the review.

  • Then each group must create a diagram to show how each illustrates or does not illustrate congruence.

  • Allow time for the students to work.

  • When they have finished, allow time for each group to present their work to the class.

  • When completing constructions, be sure that students have both a compass and a straightedge.

  • Review the steps in the text on drawing a perpendicular bisector of the segment.

  • Expand Example 4- Have the students practice drawing segments and practice drawing perpendicular bisectors
    of each segment.

  • Students could work in pairs on this lesson.

  • Intelligences- linguistic, logical- mathematical, visual- spatial, interpersonal


III.SpecialNeeds/Modifications



  • Complete the Congruence Theorem Review. Create a chart with all of this information and be sure that
    students copy it into their notebooks.

  • Write out the notes for proving parts congruent.

  • Be sure students understand that they need to use the distance formula, and the reflexive property of congru-
    ence, but that using a protractor does not necessarily mean that the triangles are congruent but similar.


IV.AlternativeAssessment



  • Create a rubric to grade students on their group presentations.

  • Share the rubric with them prior to assigning the group work.

  • Then use the rubric to give students a quiz or class work grade.


4.4. Congruent Triangles

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