Unit Plan

Kelsie Arnett
Unit Plan Triangle Congruence

Table of Contents
Title
Page
Introduction
Standards
Goals
Instructional Objective/Learning Targets
Lesson Plan: 4-1
Exploring Transformations
Lesson Plan: 4-2

SSS Mini-Proof Outline
Lesson Plan: 4-3
Lesson Plan: 4-4
4-4 Warm-Up
Lesson Plan: 4-5
Properties of Isosceles Triangles Diagram
Lesson Plan 4-6
Exploring Right Triangle Congruence
Lesson Plan 4-7
4-7 Warm Up
Guided Notes
Summative Assessment
Teaching Reflection Form
Bibliography
6
8
9
11
13
14
16
17
19
20
22
23
49
58
59
Introduction: This unit plan is designed for students taking geometry in a high school setting. The
students in this high school are on a schedule that allots 58 minutes for each class. Each geometry
class meets every day of the week. This unit is on triangle congruence. Throughout the unit,
students will learn essential concepts, theorems, skills needed to prove triangle congruence.
Standards: CCSS: HSG.CO.A.5, HSG.CO.B.6, HSG.CO.C.10, HSG.CO.D.12, HSG.CO.D.13,
HSG.CO.B.7, HSG.SRT.B.5
Goals:
1. The learner will prove triangles are congruent using SSS, SAS, ASA, and AAS.
2. The learner will apply properties of isosceles triangles to prove triangle congruence.
3. The learner will prove triangles are congruent using the Hypotenuse-Leg Theorem.
Instructional Objective/Learning Targets
I can recognize congruent triangles and properly name their corresponding parts.
I can solve for missing angle or side measures of congruent triangles.
I can prove triangles are congruent using the Third Angles Theorem.
I can prove two triangles are congruent by using the SSS postulate or the SAS postulate.
I can explain which postulate is appropriate for a given situation.
I can prove two triangles are congruent by using the ASA postulate or the AAS postulate.
I can explain which postulate is appropriate for a given situation.
I can explain when to use CPCTC in proof.
I can apply CPCTC to prove parts of two triangles are congruent.
I can accurately state what CPCTC stands for.
I can identify key parts and properties of isosceles triangles.
I can identify and explain when to use the Isosceles Triangle Theorem.
I can identify and explain when to use the Converse of Isosceles Triangle Theorem.
I can prove triangles are congruent using the properties of isosceles triangles.
I can explain why the HL Theorem works
I can identify and explain when to use the HL Theorem.
I can prove triangles are congruent using the HL Theorem.
I can identify shared parts of overlapping triangles
I can draw overlapping triangles as separate triangles.
Introductory Lesson Plan 4.1 Congruent Figures
Standard
Objective/Target and I Can

Statements
HSG.CO.A.5, HSG.CO.B.7, HSG.CO.B.6, HSG.SRT.5,
To recognize congruent figures and their corresponding parts.

I can identify congruent triangles and properly name their
corresponding parts.
I can solve for missing angle or side measures of congruent
triangles.
I can prove triangles are congruent using the Third Angles
Theorem.
Lesson Management:
Focus and Organization
Introduction: Creating
Excitement and Focus for
the Lesson Target
Input: Setting up the

Lesson for Student
Success
Students will work in pairs to complete the Geogebratube

activity.
Walk around while students are working to answer any
questions/observe progress
Students work in pairs to complete examples in notes
Ask students when they have heard or used the word
congruent before and what it means to them
Have students complete Exploring Transformations activity
with a partner
1. Task Analysis
Introduce the lesson by asking students about what
they believe congruence means
Students will complete Exploring Transformations
activity
Discuss as a class what was discovered and how it
relates to congruence
Work through 4-1 notes as a class some examples
as a class, some with partners, and some
independently
Give students an exit slip where they are to write
(two sentences minimum) what they learned today
2. Thinking Levels
Remembering Discuss when youve used the word
congruent in the past and what it meant
Understanding Explain how transformations are
related to congruence
Applying Solve for missing angle measures in
congruent triangles
Analyzing Prove two triangles are congruent with the
given information
Creating Describe what youve learned today
3. Accommodations
Remediation/Intervention: Check student progress
while theyre working intervene when necessary
4. Methods, Materials, and Integrated Technology
Lecture, discussion, demonstration, collaboration
Math specific technology - Geogebra
Modeling: I Do
Checking for
Understanding
Guided Practice: We Do
Collaborative (You Do
Together) and/or
Independent Practice
(You Do)
Closure
Assessment
Show/Tell:
Show: Demonstrate how to name corresponding parts
correctly
Tell: Verbally display my thought process when
completing this target
Show: Demonstrate how to complete a formal proof
Tell: Verbally display my thought process
How/What
How: How do I know which point corresponds to which?
What makes these figures congruent?
What is unmarked on the picture?
What: Use wait time rephrase a question if students
seem unclear
Fist-to-Five
Choral Response
Thumps up/Thumps down
Introduce one major concept at a time allow students to
work while you observe before moving on to next
Work through examples as a class
Work through examples independently or with a partner

Share thought process with partner
Exit Slip What did you learn in two or more sentences

Briefly discuss how this is related to what you will be
learning in the future
Formative Assessment Exit Slip

Warm-up the following day with recap concepts from
today
Gather information on the formative assessments used

throughout the lesson
Based on student response, do I need to reteach any
concepts tomorrow?
Did I cover all of the material I needed to? Will I need to
adjust this in the future?
What will I do tomorrow for students who did not
understand todays lesson?
What surprised me? How can I accommodate for this in
the future?
Were the students engaged?
Reflection
Exploring Transformations
First, go to http://geogebratube.com/student/m92392
Click on the translate box.
What happens to the measures of the triangle as it is translated?
Next, click on the rotate box. Choose multiple different angle measures to
rotate the triangle.
What happens to the measures of the triangle as it is rotated?
Finally, click on the reflect box. Move the mirror line around and transform
the triangle.
What happens to the measures of the triangle as it is reflected?
What can we say about the triangle after it has been transformed?
Ex. 1
Explain how the triangle in example 1
could have been moved from its position
in quadrant II to its position in quadrant III
through a series of transformations.
Is it still the same triangle in quadrant III

as it was in quadrant II?
Lesson Plan 4.2 Triangle Congruence by SSS and SAS
Standard

Statements
HSG.SRT.5, HSG.CO.D.12
To prove two triangles congruent using SSS and SAS

I can prove two triangles are congruent by using the SSS
postulate or the SAS postulate.
I can explain which postulate is appropriate for a given
situation.
Lesson Management:
the Lesson Target

Lesson for Student
Success
Students will work in groups of four to complete the SSS

postulate mini-proof
Students will each be assigned a job so that every student is
responsible for something during the activity
Warm-Up: Proof relating to material from the day prior

Students will then begin the group activity of constructing a
triangle using materials given to them
5. Task Analysis
Students will be given their group assignments
While students are constructing triangles in groups
walk around to monitor/redirect
After measuring the angles of their triangle, groups will
display their findings on the whiteboard
Discuss as a class what these findings mean (SSS)
Transition into how this relates to todays lesson
begin lesson
Exit Slip Proof
6. Thinking Levels
Remembering Recall knowledge and skills learned
the previous day to complete warm-up
Understanding Make a conjecture about the class
findings from the activity
Applying Solve proofs using the postulates learned
given information
Creating Predict how this will affect our proof-solving
process
7. Accommodations
Differentiation: Exit Slips have more challenging
proofs on some to give to excelling students
8. Methods, Materials, and Integrated Technology
Straws, protractor, glue
Modeling: I Do
Checking for
Understanding
Together) and/or
(You Do)
Closure
Assessment
Show/Tell:
using SSS and SAS
How/What
How: Do I have enough information to prove these
triangles are congruent?
What postulate can I use?
seem unclear
Fist-to-Five
Choral Response

Exit Slip Proof using either SSS or SAS with varying

difficulty for excelling students

today

concepts tomorrow?
the future?
Reflection
SSS Mini-Proof
Groups (4 students) will all be given 3 pieces of straws of differing lengths. All groups are given the same 3
lengths and asked to construct these pieces into a triangle any way they would like. After they measure all
of the angles, one person from each group will go up to the board to report the angle measures. Students
should see that every groups triangle had very similar measures. Use this as an introduction to the SideSide-Side Postulate.
Jobs
1. Make the triangle/glue it onto the paper
2. Measure the angles
3. Record the angle measures
4. Write your measures on the board
Rules
-All sides must be touching
-No overlapping sides
-No extended sides
Lesson Plan 4.3 Triangle Congruence by ASA and AAS
Standard
HSG.SRT.5
To prove two triangles congruent using ASA and AAS

I can prove two triangles are congruent by using the ASA
postulate or the AAS postulate.
I can explain which postulate is appropriate for a given
situation.

Statements
Lesson Management:

Ask students a question and then have them share their
answer with their partner then choose a group to share

Discuss how todays lesson relates to the day before
the Lesson Target

Lesson for Student
Success
9. Task Analysis
Correct homework and go over questions as a class
begin lesson
Exit Slip Proof
10. Thinking Levels
Understanding Relate concepts today from
previously learned concepts
Applying Solve proofs using the postulates learned
given information
Creating Predict how these new concepts will affect
our proof-solving process
11. Accommodations
12. Methods
Modeling: I Do
Checking for
Understanding
Together) and/or
(You Do)
Closure
Show/Tell:
using ASA and AAS
How/What
seem unclear
Fist-to-Five
Choral Response

Exit Slip Proof using either ASA or AAS with varying

difficulty for excelling students
Assessment
Reflection

today
Quiz next day covering 4.1-4.3
concepts tomorrow?
the future?
10
Lesson Plan 4.4 Using Congruent Triangles: CPCTC
Standard

Statements
HSG.SRT.5, HSG.CO.D.12
To use triangle congruence and CPCTC to prove that parts of

two triangles are congruent
I can explain when to use CPCTC in proof.
I can apply CPCTC to prove parts of two triangles are
congruent.
I can accurately state what CPCTC stands for.
Lesson Management:
the Lesson Target

Lesson for Student
Success

Warm-Up: Proof relating to material from the day prior with

questions leading into todays lesson
Discuss how todays lesson relates to previous lessons
13. Task Analysis

Discuss quizzes from previous day
Warm-Up
begin lesson
Exit Slip Proof
14. Thinking Levels
Applying Solve proofs using previous knowledge and
CPCTC
Analyzing Prove part of triangles are congruent
using the given information
15. Accommodations
16. Methods
11
Modeling: I Do
Checking for
Understanding
Together) and/or
(You Do)
Closure
Assessment
Show/Tell:
using CPCTC
How/What
Is this what I was trying to prove?
Why am I allowed to say this?
seem unclear
Fist-to-Five
Choral Response

Exit Slip Proof using CPCTC with varying difficulty for

excelling students

Warm-up the following day with concepts from today

concepts tomorrow?
the future?
Reflection
12
4-4 Warm-Up
Given: ABC DCB, ACB DBC
Prove: ABC DCB
A
B
A
What can you now say about side AC and side DB? BAC and CDB?
Why are you allowed to say this?
13
Lesson Plan 4.5 Isosceles and Equilateral Triangles
Standard

Statements
HSG.CO.C.10, HSG.CO.13, HSG.SRT.5, HSG.CO.D.12
To use and apply properties of Isosceles triangles

I can identify key parts and properties of isosceles triangles.
I can identify and explain when to use the Isosceles Triangle
Theorem.
I can identify and explain when to use the Converse of
Isosceles Triangle Theorem.
I can prove triangles are congruent using the properties of
isosceles triangles.
Lesson Management:
the Lesson Target

Lesson for Student
Success
Isosceles Triangle Activity

Warm-Up: Students are asked to construct an isosceles

triangle based on what they already know
They are then asked to measure all of the angles discuss as
a class what they found
As a class students complete their Properties of Isosceles
Triangles diagram
17. Task Analysis

Warm-Up: Properties of Isosceles Triangle activity
begin lesson
Exit Slip What you learned about isosceles triangles
18. Thinking Levels
Remembering Recall knowledge about isosceles
triangles
new theorems
Evaluation Justify reasoning
19. Accommodations
Differentiation: Exit Slips Open ended - students can
go into as much detail as they see fit
20. Methods
Active student participation
Isosceles Triangle Activity ruler, protractor, crayons
14
Modeling: I Do
Checking for
Understanding
Together) and/or
(You Do)
Closure
Assessment
Show/Tell:
Show: Demonstrate how to label Properties of Isosceles
Triangles diagram
Tell: Discuss why we know these properties are true
How/What
How: What is unmarked in this picture?
seem unclear
Fist-to-Five
Choral Response
Label the properties of isosceles triangles as a class

Properties of Isosceles Triangles activity

Exit Slip Have students write down what new properties

they learned about isosceles triangles


concepts tomorrow?
the future?
Reflection
15
16
Lesson Plan 4.6 Congruence in Right Triangles
Standard

Statements
Lesson Management:
the Lesson Target

Lesson for Student
Success
HSG.SRT.5
To prove triangles are congruent using the Hypotenuse-Leg

Theorem
I can explain why the HL Theorem works
I can identify and explain when to use the HL Theorem.
I can prove triangles are congruent using the HL Theorem.
Students work in pairs on Exploring Right Triangles activity

Students begin working in pairs on the Exploring Right

Triangles activity
Discuss findings from the activity as a class
21. Task Analysis

Exploring Right Triangles activity (prior knowledge of
Pythagorean Theorem needed)
begin lesson
Exit Slip Proof using HL Theorem
22. Thinking Levels
Remembering Recall knowledge right triangles
new theorems
23. Accommodations
Differentiation: Exit Slips Varying levels of proof
difficulty
24. Methods
Active student participation
Exploring Right Triangles activity
17
Modeling: I Do
Checking for
Understanding
Together) and/or
(You Do)
Closure
Assessment
Show/Tell:
Show: Demonstrate how we use the HL theorem in a
proof
Tell: Vocally explain my thinking while solving
How/What
How: What do we know about the triangles?
Is anything unmarked that we could mark?
seem unclear
Fist-to-Five
Choral Response
Work through certain proofs as a class
Exploring Right Triangles Activity

Work through proofs independently or with a partner
Exit Slip Proof involving the HL theorem


concepts tomorrow?
the future?
Reflection
18
Exploring Right Triangle Congruence

1. Find the length of sides AC and DF
C
C
Hint: What would
Pythagoras do?
2. Can you say anything about ABC and DEF? How?
3. Can you come up with a generalization for all right triangles? If

so, write what youve learned so that it sounds like a theorem.
19
Lesson Plan 4.7 Using Corresponding Parts of Congruent Triangles (Concluding Lesson)
Standard
HSG.SRT.5

Statements
To identify congruent overlapping triangles

I can identify shared parts of overlapping triangles
I can draw overlapping triangles as separate triangles.

Students share work on the board
Lesson Management:
the Lesson Target

Lesson for Student
Success
Warm-Up: Drawing overlapping triangles separately

Discuss how the warm-up relates to todays lesson transition
to lesson
25. Task Analysis

Correct homework from night before go over
difficulties as a class
Warm-Up
Transition into how this relates to todays lesson and
all prior lessons
Exit Slip Proof involving overlapping triangles
26. Thinking Levels
Remembering Recall previous concepts and skills
used to solve proofs
new skills
Analyzing Identify shared parts of overlapping
triangles
27. Accommodations
Differentiation: Exit Slips Varying levels of proof
difficulty
28. Methods
Active student participation in partner work
20
Modeling: I Do
Checking for
Understanding
Together) and/or
(You Do)
Closure
Assessment
Show/Tell:
Show: Demonstrate how to properly identify shared parts
of overlapping triangles
Tell: Vocally explain my thinking while solving
How/What
How: Do these triangles share any parts?
Is anything unmarked that we could mark?
seem unclear
Fist-to-Five
Choral Response
Work through certain proofs as a class
Warm-Up
Work through proofs independently or with a partner
Exit Slip Proof involving overlapping triangles

Homework
Unit Test
the future?
Reflection
21
4-7 Warm-Up
a. Using the picture to the right,
draw ABC by itself.
Do the same with DCB.
b. Label any sides or angles that
are congruent to each other.
c. How do you know that they
are congruent?
22
Name__________________________________Hour_________Score__________
4-1 Congruent Figures (G.SRT.5)

Objectives: To recognize congruent figures and their corresponding parts.
Relevance: To use corresponding parts of real congruent shapes.
Assessment: Formative assessment homework for section 4-1, summative
assessment quiz after section 4-4 (goal earn minimum 70%)
Congruent Polygons:
1.
23
2.
3.
4.
5.
24
6. ABCDEF. Find y if mB = 3y and mE = 21.
7.
8.
25
4-2 Triangle Congruence by SSS and SAS (G.SRT.5)

Objective: To prove two triangles congruent using the SSS and SAS Postulates
Relevance: To prove that two triangles in the framework of a bridge are congruent.
1.
26
2.
3.
4.
27
5.
6.
28
4-3 Triangle Congruence and ASA and AAS (G.SRT.5)

Objective: To prove two triangles congruent using the ASA and AAS Postulates.
Relevance: To prove that the two sides of a lacrosse goal are congruent triangles.
1. a.
29
b.
2.
3.
30
4.
5.
P
S
Q
R
31
4-4 Using Congruent Triangles: CPCTC (G.SRT.5, G.CO.12)

Objective: To use triangle congruence and CPCTC to prove that parts of two
triangles are congruent.
Relevance: To measure distance indirectly.
assessment quiz next class (goal earn minimum 70%)
CPCTC:
1.
32
P
2.
: ,
Prove:
Q
R
3. Given: A B,
Prove:
33
4-5 Isosceles and Equilateral Triangles (G.CO.10, G.CO.13, G.SRT.5)

Objective: To use and apply properties of isosceles triangles.
Relevance: To find the angles of a garden path.
assessment test after section 4-7 (goal earn minimum 70%)
Corollary:
34
1.
2.
3.
4.
5. JKL is an isosceles triangle with vertex J.

35
a) If mJ = 46, find the measures of the other angles.
b) If mK = 46, find the measures of the other angles.
6. Find x and y in the diagram at the right.
36
4-6 Congruence in Right Triangles (G.SRT.5)

Objective: To prove triangles are congruent using the HL Theorem.
Relevance: To show that both flaps for a tent entrance can be cut from the same
pattern.
assessment test after section 4-7 (goal earn minimum 70%)
Hypotenuse:
Legs of a Right Triangle:
1.
C
37
2.
3.
38
4.
5.
39
4-7 Using Corresponding Parts of Congruent Triangles (G.SRT.5)

Objective: To identify congruent overlapping triangles.
Relevance: To identify overlapping triangles in scaffolding.
assessment test in two class periods (goal earn minimum 70%)
1.
2.
40
3. Given: ,
Prove:
41
42
43
44
45
46
47
48
Geometry - Ch 4 TEST
FORM A
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____
1.
(1 point) If
, which of the following can you NOT conclude as being true?

b.
c.
d.
a.
____
2.
(1 point) Can
you use the ASA Postulate, the AAS Theorem, or both to prove the triangles congruent?
a. AAS only
b. ASA only
____
3.
(1 point) Name
c. either ASA or AAS

d. neither
the theorem or postulate that lets you immediately conclude
A
D
B
C
a. AAS
____
4.
(1 point) R,
____
5.
(2 points) Given
6.
c. SAS
d. none of these
S, and T are the vertices of one triangle. E, F, and D are the vertices of another triangle.
RS = 4, and EF = 4. Are the two triangles congruent? If yes, explain and
tell which segment is congruent to
(Hint: Draw and label a picture.)
a. yes, by AAS;
b. yes, by ASA;
c. yes, by SAS;
d. No, the two triangles are not congruent.
a. 51
____
b. ASA
(1 point) If
a.
and
b. 39
BCDE is congruent to OPQR, then
b.
, find the length of QS and TV.
c. 40
d. 9
is congruent to
c.
d.
49
____
7.
(1 point) Justify
Given:
Prove:
the last two steps of the proof.

and
R
Proof:
1.
1. Given
2.
3.
2.
3.
a. Symmetric Property of ; SAS

b. Reflexive Property of ; SSS
____
8.
(1 point) Find
c. Symmetric Property of ; SSS

d. Reflexive Property of ; SAS
the values of x and y. Show your work.
(
(
x
B
D
C
Drawing not to scale
a.
b.
____
9.
47
c.
d.
(2 points) The
legs of an isosceles triangle have lengths

length of the base?
a. 12
b. 4
. The base has length
c. 18
d. cannot be determined
50
. What is the
Short Answer
1.
(1 point) If
BCDE is congruent to OPQR, then
2.
(1 point)
3.
(1 point) List
is congruent to
the specific information you need in order to prove the triangles congruent using the SAS
Congruence Postulate.
A
4.
(1 point) Name
the angle included by the sides
and
5.
(1 point) Can
you prove
? Explain.
51
6.
(2 points) Use
the information in the figure. Find
116
F
Drawing not to scale
7.
(1 point) Is
there enough information to conclude that the two triangles are congruent? If so, justify and give a
correct triangle congruence statement.
A
8.
(1 point) What
9.
(3 points)
is the meaning of CPCTC?

. List the six pairs of congruent corresponding parts.
52
10.
(1 point) Can
you conclude the triangles are congruent? Justify your answer.
11.
(2 points) Complete
Given:
Prove:
the proof by providing the missing reasons.

,
Statement
1.
2.
3.
4.
12.
(4 points) Complete
, and
are right angles
Reason
1. Given
2. Definition of perpendicular segments
3.
4.
the proof by supplying the missing statements and reasons.
Given:
Prove:
53
Statement
Reason
1.
2. Reflexive
3. SAS
4.
1.
2.
3.
4.
13.
(3 points) Write
a two-column proof. (3 steps)
Given:
Prove:
are right angles,

B
)
A
14.
(3 points) Write
Given:
Prove:

,
54
Essay
1.
(4 points) Write
Given:
Prove:

and
B
D
C
A
E
55
Kelsie Arnett
Geometry - Ch 4 TEST
Answer Section
FORM A
MULTIPLE CHOICE
1.
2.
3.
4.
5.
6.
7.
8.
9.
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
A
C
C
B
B
B
B
D
C
NOT:
NOT:
NOT:
NOT:
NOT:
NOT:
NOT:
NOT:
NOT:
CC G.SRT.5
CC G.SRT.5
CC G.SRT.5
CC G.CO.12, CC G.SRT.5
CC G.SRT.5
CC G.SRT.5
CC G.SRT.5
CC G.CO.10, CC G.CO.13, CC G.SRT.5
CC G.CO.10, CC G.CO.13, CC G.SRT.5
SHORT ANSWER
1. ANS:
NOT: CC G.SRT.5
2. ANS:
NOT: CC G.SRT.5
3. ANS:
NOT: CC G.SRT.5
4. ANS:
NOT: CC G.SRT.5
5. ANS:
yes, by ASA
NOT: CC G.SRT.5
6. ANS:
32
NOT: CC G.CO.10, CC G.CO.13, CC G.SRT.5
7. ANS:
Yes;
.
NOT: CC G.SRT.5
8. ANS:
Corresponding Parts of Congruent Triangles are Congruent
9. ANS:
Sides:
Angles:
,
,
NOT: CC G.SRT.5
10. ANS:
Yes, the diagonal segment is congruent to itself, so the triangles are congruent by SAS.
NOT: CC G.SRT.5
11. ANS:
Step 3: Reflexive Property
Step 4. HL Theorem
NOT: CC G.SRT.5
12. ANS:
Step 1: Given
Step 2:
Step 3:
Step 4: CPCTC
NOT: CC G.CO.12, CC G.SRT.5
13. ANS:
Statement
1.
are right angles,
Reason
1. Given
2. Reflexive
3. AAS
2.
3.
NOT: CC G.SRT.5
14. ANS:
Statement
1.
,
2.
3.
Reason
1. Given
2. Reflexive
3. SSS
NOT: CC G.SRT.5
ESSAY
1. ANS:
1.
2.
3.
4.
Statement
and
Reason
1. Given
2. Vertical angles are congruent.
3. SAS
4. CPCTC
NOT: CC G.SRT.5
57
Teaching Reflection Form

1. Was this lesson successful?
2. How did I help students learn?
3. Were the learning targets met?
4. What evidence do I have that demonstrates learning?
5. Were the students engaged?
6. What would I change next time?
58
Bibliography
Base, Laurie E. Geometry. Upper Saddle River: Prentice Hall School Division, 2008. Print.
59

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Unit Plan

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Kelsie Arnett

Unit Plan Triangle Congruence

Instructional Objective/Learning Targets

Lesson Plan: 4-1

Lesson Plan: 4-2

Introductory Lesson Plan 4.1 Congruent Figures

Objective/Target and I Can

HSG.CO.A.5, HSG.CO.B.7, HSG.CO.B.6, HSG.SRT.5,

To recognize congruent figures and their corresponding parts.

Input: Setting up the

Students will work in pairs to complete the Geogebratube

Work through examples as a class

Work through examples independently or with a partner

Exit Slip What did you learn in two or more sentences

Formative Assessment Exit Slip

Gather information on the formative assessments used

Is it still the same triangle in quadrant III

Lesson Plan 4.2 Triangle Congruence by SSS and SAS

Objective/Target and I Can

To prove two triangles congruent using SSS and SAS

Input: Setting up the

Students will work in groups of four to complete the SSS

Warm-Up: Proof relating to material from the day prior

Work through examples as a class

Work through examples independently or with a partner

Exit Slip Proof using either SSS or SAS with varying

Formative Assessment Exit Slip

Gather information on the formative assessments used

Lesson Plan 4.3 Triangle Congruence by ASA and AAS

To prove two triangles congruent using ASA and AAS

Objective/Target and I Can

Students work in pairs to complete examples in notes

Warm-Up: Proof relating to material from the day prior

Input: Setting up the

Work through examples as a class

Work through examples independently or with a partner

Exit Slip Proof using either ASA or AAS with varying

Formative Assessment Exit Slip

Lesson Plan 4.4 Using Congruent Triangles: CPCTC

Objective/Target and I Can

To use triangle congruence and CPCTC to prove that parts of

Input: Setting up the

Students work in pairs to complete examples in notes

Warm-Up: Proof relating to material from the day prior with

13. Task Analysis

Work through examples as a class

Work through examples independently or with a partner

Exit Slip Proof using CPCTC with varying difficulty for

Formative Assessment Exit Slip

Gather information on the formative assessments used

Lesson Plan 4.5 Isosceles and Equilateral Triangles

Objective/Target and I Can

HSG.CO.C.10, HSG.CO.13, HSG.SRT.5, HSG.CO.D.12

To use and apply properties of Isosceles triangles

Input: Setting up the

Isosceles Triangle Activity

Warm-Up: Students are asked to construct an isosceles

17. Task Analysis

Label the properties of isosceles triangles as a class