- After reviewing the first example, ask students to participate in this activity.
- Student one draws a triangle on the coordinate grid and the passes their paper to the right. All students are
doing this simultaneously. - The next student takes the triangle passed to them and uses the distance formula to figure out the lengths of
each side of the triangle. Then he/she passes the paper to the right. - The next student takes the measurements and draws a triangle congruent to the first triangle somewhere on the
coordinate grid. Then he/she passes the paper to the right. - The final student checks the work of all of the others.
- Discuss work when all have finished.
- This is great practice for the students and keeps them engaged because of the paper passing.
- Intelligences- linguistic, logical- mathematical, visual- spatial, bodily- kinesthetic, interpersonal, intrapersonal
III.SpecialNeeds/Modifications
- Review the definition for a postulate.
- Review distance formula and how to use it. Provide students with two examples.
- Practice drawing triangles on the coordinate grid.
- Review ordered pairs and how to use the ordered pairs with the distance formula.
- Write the SSS Triangle Congruence Postulate on the board/overhead. Request that students copy these notes
down in their notebooks.
IV.AlternativeAssessment
- Students can be assessed during the class discussion.
- Also, walk around during the paper passing exercise. You will be able to observe students as they work.
- Allow time for questions.
- Make a note of any students who are having difficulty during the lesson.
Triangle Congruence Using ASA and AAS
I.SectionObjectives
- Understand and apply the ASA Congruence Postulate.
- Understand and apply the AAS Congruence Postulate.
- Understand and practice two- column proofs.
- Understand and practice flow proofs.
II.MultipleIntelligences
- When you introduce the ASA Congruence Postulate, review that a postulate is assumed true.
- Then go through the directions in the text, but have the students follow along with you and do the steps
themselves in their seats. - Once students have a good grasp on the ASA Congruence Postulate, then move on to the AAS Congruence
Theorem. Be sure that the students understand that a theorem can be proved. - Demonstrate the example.
- Ask the students what they can notice about the ASA Congruence Postulate and the AAS Congruence Theo-
rem. Write their ideas on the board. - You want the students to realize that they can be used equally. If the students aren’t making this connection
on their own, use an example from the text to guide them in discovering it. Having them discover it on their
own is much more valuable than telling them the information.
4.4. Congruent Triangles