Lesson Plan Unit 4, Day 4 HEADING Karen Guarino Geometry Introduction to Triangles and Congruency OVERVIEW/ RATIONALE The

purpose of this lesson, the 4th one in this mini-unit, is to further explore the triangle congruence problems. Instead of simply memorizing or reading these congruency statements, students will break up into small groups and be asked to explain why it works. By asking students to know and explain rather than simply memorize, the hope is that the material will stick better with each individual student. ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS 65 Minutes

What is congruence and why is it important in geometry? What are properties of triangles that make them unique? Congruence allows us to reason indirectly. Congruence is the basis of geometric constructions. How do we prove congruence of two triangles?
GOALS/OBJECTIVES Students will know SAS, ASA, SSS, and AAS congruence theorems. They will be able to apply triangle congruence to solve problems and prove congruence between triangles. STANDARDS

33 D Use triangle congruence to solve application problems 30 D Demonstrate that two triangles are congruent using congruence shortcuts
Practices: Make sense of problems and persevere in solving them. Construct viable arguments and critique the reasoning of others. Attend to precision. Reason abstractly and quantitatively. MATERIALS PowerPoint presentation, Triangle Congruence Homework, Laptops and textbooks to research PROCEDURES OPENER Warm-up using congruence: 10 minutes

Review of warm-up: Teacher will choose students to put up their answers to the warm-up based on monitoring. She will choose a variety of approaches and correct/incorrect answers: 5 minutes Review of homework: students will review the homework in their table groups:10 minutes BODY OF THE LESSON Small group presentations: Students will be given ten minutes to research their specific congruence statement in groups of 5 or 6. They can use any outside resources but are reminded that they want to make their congruency statement memorable. They can not just show it to the rest of the class but are encouraged to explain why this shortcut works. (10 minutes) Each group will then be given 5 minutes to present their shortcut to the rest of the group. (30 minutes) Note as students are working at their seats, teacher will be walking around to check for understanding and monitor work/progress. CLOSURE Why is it useful to test out and critique theorems we learn in class? How can we take what we have learned today and apply it to future situations? How can we remember special triangles and their uniqueness in the future? ACCOMODATIONS Students who need extra assistance will be helped by SATs. Students who prefer to work alone may do so. Calculators will be permitted for those who would like to use them. Other accommodations will be provided as needed. ASSESSMENT/EVALUATION (MAY HAPPEN IN BODY/ PROCEDURES) Students will be assessed formally on their ability to complete the warm-up, homework problems, and explain their shortcut to the rest of the class through their presentation. They will be assessed informally through conversations, questioning, participation in whole-class discussion, and attention to all steps being taken, and general monitoring throughout the process. PERSONAL REFLECTIONS / NOTES