Geometry, Teacher\'s Edition

(Axel Boer) #1

II.MultipleIntelligences



  • To differentiate this lesson, begin by teaching all of the content in the lesson. The content will be necessary to
    do this activity.

  • Begin the activity by giving students the coordinates of one triangle on the coordinate grid.

  • Have students use colored pencils and a ruler during this lesson.

  • Request that the students graph this triangle on the coordinate grid in one color.

  • Then have students take this triangle and draw each of the following by using this triangle as a starting point.

  • Students are going to have multiple pages of diagrams when they are finished.

  • One page consists of a translation or slide.

  • One page consists of a reflection or flip.

  • One page consists of a rotation or turn.

  • One page consists of a dilation.

  • Stress the point that a dilation is the only image where the two images are not congruent. The two images are
    similar.

  • Intelligences- linguistic, logical- mathematical, visual- spatial, bodily- kinesthetic, interpersonal, intraper-
    sonal.


III.SpecialNeeds/Modifications



  • Write all new vocabulary words on the board.

  • Request that students copy these words in their notebooks.

  • Review the meaning of clockwise and counterclockwise.

  • Review the difference between things that are congruent and things that are similar.


IV.AlternativeAssessment



  • Collect the packet of diagrams/drawings that the students have created during this lesson.

  • This packet will allow you to assess student understanding of the information presented in this lesson.

  • If letter grades are used, than a classwork or quiz grade can be given for this packet.


4.4. Congruent Triangles

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