Geometry, Teacher\'s Edition

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


• When finished, go back to the text and work on the section where we combine the postulates, properties and
  statements of congruence together.

III.SpecialNeeds/Modifications

• Review all properties from the previous lesson.


• Review the statements of congruence.


• Review the steps for combining the two together.


• Write all of the postulates on the board/overhead. Request that the students make a three column chart for
  each.

TABLE4.2:

Postulate Definition example

IV.AlternativeAssessment

• Work with the student groups to understand proving each postulate.


• Assessment is done through observation and verbal questions.


• Provide students with plenty of “think time” so that you receive the most accurate response.

Two- Column Proof

I.SectionObjectives

• Draw a diagram to help set up a two- column proof.


• Identify the given information and statement to be proved in a two- column proof.


• Write a two- column proof.

II.MultipleIntelligences

• To work through this lesson, allow students to work in pairs and discuss their work. There are logical-
  mathematical, visual, linguistic, interpersonal and intrapersonal aspects to working with a peer.


• Since many students have a difficult time with proofs, one suggestion is to provide students with a fill- in the
  blank proof before working on the exercises at the end of the section.


• You can use the proof on page 101- 102 to do this or write one of your own.


• Provide the students with a series of statements on the board. The students fill- in the reasons.


• Provide students with a two- column proof where some of the statements are blank and some of the reasons
  are blank. Where there are blank statements, the students will need to use the reason to write a statement.
  Where the reason is blank, the students will need to use the statement to write the reason.


• This will assist the students in interacting with the information in the proof and discussing it will help with
  retention.


• Now students should be able to complete number fifteen in the exercises which requires that they write a two-
  column proof without any assistance.

III.SpecialNeeds/Modifications

4.2. Reasoning and Proof