Unit Title: Congruent Triangles

Lesson Title: Congruent Figures

Day 1:
Benchmark/Standard:
CCSS.Math.Content.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
G1.2.2 Construct and justify arguments and solve multistep problems involving angle
measure, side length, perimeter, and area of all types of triangles.
I.

Introduction
A. Objectives: To recognize congruent figures and their corresponding parts.
By the end of this lesson, students will be able to
-

Understand the definition of congruent polygons

Identify corresponding parts of a polygon and list these parts
Apply knowledge of corresponding parts of polygons to calculate angles
side lengths
Compose congruence statements for corresponding triangles.

B. Anticipatory Set: To begin this lesson, we will define congruent figures.

C. Agenda: The agenda for this days lesson is as follows:
-

Anticipatory set: 5 minutes

After the anticipatory set, students will fill out the classroom notes packet
as a class. In doing this, we will define what makes two polygons
congruent, use information of congruent polygons to determine measures
of each, and label corresponding parts of congruent polygons. This part of
the lesson will take 30 minutes.
Next, students will participate in the pick a polygon activity. For this
activity, students will pick the description of a polygon out of a bag. Each
description will exclude a part of the polygon and student will have to
determine the remaining information. After students have solved the
missing piece of information, they will have to find the person, whose
polygon is congruent to theirs.
Finally, students will use the remaining class time to work on the days
homework.
Before leaving, students will be given an exit slip. Each slip will contain
two congruent polygons. With this information, students must determine
each missing side length and angle for both polygons.

II.

Activities & Strategies:

Throughout this lesson, students will see a variety of different teaching strategies.
During the notes portions of this lesson, I will lecture and model finding
corresponding parts of congruent polygons. I will also require students to respond
during this lecture and participate in giving important information for these
problems. Students will also practice the concepts learned in todays lesson in the
pick a polygon activity. Throughout this lesson, I will continually check for
student understanding and formatively assess students as we fill out the notes.
Daily homework will be assigned at the end of the class to give students
independent practice of these concepts.

III.

Closure: Students will summarize what we have learned today through a series of
questions. I will use the name cards for this class and choose students to answer
the following questions:
What has to be true about the angles of two polygons in order for them to
be congruent?
What has to be true about the side lengths of two polygons if they are
congruent?
If we only know the angles of two polygons, and all the angles are
congruent, are the polygons guaranteed to be congruent?
If two polygons are congruent and we know all but one angle of one of the
polygons, we can determine every angle of both the polygons.

IV.

Preparation & Reminders:

Before this class I will need the following materials
o Pick- a- Polygon pieces
o Notes packet for each student
o Exit slips for each student

Unit Title: Congruent Triangles

Lesson Title: Triangle Congruence by SSS and SAS

Day 2:
Benchmark/Standard:
CCSS.Math.Content.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
G1.2.2 Construct and justify arguments and solve multistep problems involving angle
measure, side length, perimeter, and area of all types of triangles.
G2.3.1 Prove that triangles are congruent using the SSS, SAS, ASA, and AAS criteria, and
that right triangles, are congruent.
I.

Introduction
A. Objectives: To prove two triangles congruent using the SSS and SAS
Postulate. By the end of this lesson, students will be able to
-

Understand the definition of congruent polygons

Identify corresponding parts of a polygon and list these parts
Apply knowledge of corresponding parts of polygons to calculate angles
side lengths
Apply Side-Side-Side congruence Postulate of triangles to prove two
triangles are congruent
Apply Side-Angle-Side Postulate of triangles to prove two triangle are
congruent

B. Anticipatory Set: To begin this lesson, we will work on marking congruent

parts of different polygons. We will use do this in order to help students
properly identify corresponding parts of a triangle as we use this information
in the SSS and SAS postulates.
C. Agenda: The agenda for this days lesson is as follows:
-

Anticipatory set: 5-10 minutes

Students will participate in an activity in which they can see the two
triangle congruency postulates that we will be using. For this activity,
students will be broken up into pairs of two. Each pair of students will be
given a paper containing the lengths of three line segments, or two line
segments and an angle measure. The groups will be instructed to break off
spaghetti noodles the length of each of the segments on the sheet. Next,
they will have to tape the three line segment noodles on a transparency
sheet of paper. Students will then have to tape the remaining two line

segments making the angle that is given to them on the sheet of paper. A
noodle will be broken off and taped on to the transparency sheet to
complete the triangle second triangle. Finally, students will compare their
triangle, to the other around them. Students may need to flip the
transparency or rotate it, but each of the pairs should have two different
pairs of congruent triangles. We will then make a conjecture about triangle
congruency, and the parts that we used in our triangles. (SSS and SAS)
This will take 10-15 minutes
Following the anticipatory set, and class activity, as a class I will carefully
explain example 1 as I show this on the starboard.
Then, we will work through example 2 as a class, using the SSS postulate.
Next, we will continue on to example 3-6 as a class as we work through
these on our notes packet. This will take 15 minutes
Finally, students will be given the remainder of the hour to work on the
days homework.
An exit slip will be given to ach of the students. Each student will have two
triangle on their exit slip with certain parts of each triangle marked as
congruent. Students will have to determine which postulate determines that
the triangles are congruent, as well as fill in each missing side length, or
angle measure and the closure questions will be asked to the students. This
will take place in the last 5 minutes of class.

II.

Activities & Strategies:

Throughout this lesson, students will be exposed to a variety of different teaching
methods. Students will be able to participate in the class discussion while we talk
about how to mark certain congruent parts of polygons. Next, students will be
engaged in an activity in which they will work with others to make models of
triangles and physically compare these models to see the SSS and SAS postulates.
I will do a small amount of lecturing during this class as I work through the notes
with students. Students will also be able to practice this information during the
homework time, while I am available to guide students if they have any questions.
Finally, students will complete independent work on the exit slip activity and
while they complete any unfinished homework for the next class period.

III.

Closure:
To close this lesson, students will complete the exit slip discussed above. I will
also ask students the following questions to wrap up todays big ideas:
What does adjacent mean?
What is the name of one of the postulates that we learned today?
Summarize this postulate in your own words.
What is the name of the other postulate that we learned today?
Summarize this postulate in your own words.
If we know an angle and two sides of a triangles are congruent, but the two
sides are not adjacent to the congruent angle, (essentially SSA) are the two
triangles congruent?

IV.

Preparation & Reminders:

For this class I will need the following:
o Side length/ angle sheet for each pair
o Spaghetti noodles for each pair
o Transparency sheet for each pair
o Tape
o Notes packet for each student
o Exit ticket for each student
Reminders:
+ Address difference between SAS and ASS or SSA
+ Knowing an angle and two sides does not necessarily mean two triangles
are congruent
+ Order of sides and angles matter

Unit Title: Congruent Triangles

Lesson Title: Triangle Congruence by ASA and AAS

Day 3:
Benchmark/Standard:
CCSS.Math.Content.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
G1.2.2 Construct and justify arguments and solve multistep problems involving angle
measure, side length, perimeter, and area of all types of triangles.
G2.3.1 Prove that triangles are congruent using the SSS, SAS, ASA, and AAS criteria, and
that right triangles, are congruent.G2.3.2 Use theorems about congruent triangles to prove
additional theorems and solve problems, with and without use of coordinates.
I.

Introduction
A. Objectives: to prove two triangle are congruent using the ASA and AAS
Postulate. By the end of this lesson, students will be able to
-

Understand the definition of congruent polygons

Identify corresponding parts of a polygon and list these parts
Apply knowledge of corresponding parts of polygons to calculate angles
side lengths
Apply Angle-Side-Angle Postulate of triangles to prove two triangles are
congruent
Apply Angle-Angle-Side Postulate of triangles to prove two triangle are
congruent

B. Anticipatory Set: We will start this lesson with an activity similar to the
spaghetti noodle activity in lesson 4.2. This activity will take place in groups
of two students each. Each student will get uncooked spaghetti noodles and a
small square of paper. Each student will draw two different angles, both less
than 90 degrees, in the corner of the paper. Student will then determine the
length of a side of their triangle and break off a spaghetti noodle that length.
Next, each student will place the spaghetti noodle on making the base of the
triangle, with the two determined angles at the end of the base. Next, students
will complete the triangle with the two remaining sides, taping the triangle
together. Student will then trade their angles and side lengths with their partner
to build a triangle with the two angles, and the determined side length.
Students will have two different triangles made out of spaghetti noodles at this
point. Finally students will compare each triangle to see that two triangle with
corresponding, congruent parts are congruent. This will help students to see

the Angle-Side-Angle Postulate. Students will then repeat this process using
these two angles to see the Angle-Angle-Side Postulate.

C. Agenda: The agenda for this days lesson is as follows:

-

Anticipatory set: 15 minutes

After student complete the anticipatory set, as a class we will make a
conjecture about triangles that have a congruent corresponding angle, side
and angle, and triangles that have a congruent corresponding angle, angle
and side.
Students will look at the ASA Postulate that is in the notes packet, and I
will show students how to work through example 1 in this days notes
packet.
Next, each student will look at example 2 and work through this problem
independently. The class will come together and work through this
together, making sure that each student understands the steps of this proof.
This process will be repeated using the AAS Theorem. This part of the
lesson will take 20 minutes to complete.
As a class, we will review each of the triangle congruence postulates that
were discussed over the past two days. This is expected to take 5-10
minutes of class time to complete.
Students will have the remainder of the hour to work on this days assigned
homework.
Within the last five minutes of class, students will be given an exit slip in
which they have to identify if they can or cannot use the ASA or the AAS
postulate. If these postulates can be used, students must identify the
missing side lengths and angles of each triangle.

II.

Activities & Strategies:

Students will take part in many different kinds of activities and strategies during
todays lesson. Students will have a hands on activity during the anticipatory set in
which they build their own triangles with spaghetti noodles to see the ASA and
AAS postulate. I will also use modeling during this lesson as I work through the
first proof examples for each of the postulates. Students will also have a chance to
review previous material and work on homework to practice the information that
we have learned. Lastly, students will have time to work independently on
homework while I am available in the classroom, as well as at home when they
finish the remainder of todays homework.

III.

Closure: To finish this lesson, students will complete the exit slip that is given to
them. This exit slip will address the ASA and AAS postulate. The exit slip will
also address students ability to identify corresponding parts of congruent triangles
as they label each missing part of the triangles. I will also ask the class the
following questions to wrap up the lesson:
What is one of the congruence postulates that we learned today?
Describe this postulate in your own words.
What is the other congruence postulate that we learned today?
Describe this postulate in your own words.
We learned AAS today in class. Is SAA also a congruence postulate?
Why/Why not?

IV.

Preparations & Reminders:

For this class I will need the following:
o Sheet of paper to draw angles
o Spaghetti noodles
o Tape
o Notes packet
Reminders:
+ Address previous days postulates
+ Remind students that order matters

Unit Title: Congruent Triangles

Lesson Title: Using Congruent Triangles: CPCTC

Day 4:
Benchmark/Standard:
CCSS.Math.Content.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
CCSS.Math.Content.HSG.CO.B.7
Use the definition of congruence in terms of rigid motions to show that two triangles are
congruent if and only if corresponding pairs of sides and corresponding pairs of angles are
congruent.
CCSS.Math.Content.HSG.CO.B.8
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the
definition of congruence in terms of rigid motions.
G1.2.2 Construct and justify arguments and solve multistep problems involving angle
measure, side length, perimeter, and area of all types of triangles.
G2.3.1 Prove that triangles are congruent using the SSS, SAS, ASA, and AAS criteria, and
that right triangles, are congruent.
G2.3.2 Use theorems about congruent triangles to prove additional theorems and solve
problems, with and without use of coordinates.

I.

Introduction
A. Objectives: To use triangle congruence and CPCTC to prove that parts of two
triangles are congruent. By the end of this lesson, students will be able to
-

Understand the definition of congruent polygons

Identify corresponding parts of a polygon and list these parts
Apply knowledge of corresponding parts of polygons to calculate angles
side lengths
Compose congruence statements for corresponding triangles.
Apply knowledge of SSS, SAS, AAS, and ASA postulates to prove that
triangles are congruent.
Use CPCTC to prove that parts of a triangle are corresponding, and
therefore congruent.

B. Anticipatory Set: To start this lesson, we will review as a class the possible
different ways to identify congruent triangles. SSS, SAS, ASA, AAS, SAA.
We will also review finding congruent parts of a triangle by completing the
review portion in our notes packet. 10 minutes.
C. Agenda: The agenda for this days lesson is as follows:
- Anticipatory Set: 10 minutes
- Following the identification of the congruence postulates that we worked
through, we will work through 4 examples in our notes packet in proving
corresponding parts of congruent triangles are congruent.
- I will model a proof of congruent parts of a triangle in example 1.
- Example 2 will be don through class participation as a whole group.
- Next, students will work with one other peer to complete the proof in
example 3. We will gather as a class again and discuss how we completed
the proof.
- Finally, students will complete example 4 individually, followed by a class
discussion about the proof. This will ensure that each student has seen a
correct way to prove the given parts are congruent.
- This part of the lesson will take 25 minutes.
- Students will be given the remaining class time to work on this homework.
- Before the bell rings, each student will be given an exit ticket to be
completed before each student leaves. Each exit slip will require students
to identify the 6 corresponding parts of two triangles.
II.

Activities & Strategies:

During this lesson, students we experience a multitude of activities and strategies
to engage their thinking about this material. Students will recall information from
the previous days lessons to get started with the CPCTC lesson. Students will see
me model how to prove that certain parts of congruent triangles are congruent, and
also be able to do this on their own while completing the notes. Students will also
work on todays homework assignment independently while I am available to
help, and also work on these problems on their own at home.

III.

Closure: Each student will be given an exit slip to review this lesson. These exit
slips will require that students identify each of the corresponding parts of two
congruent polygons.

IV.

Preparation & Reminders:

For this class I will need the following
o Notes packet for each student.

Unit Title: Congruent Figures

Lesson Title: Isosceles & Equilateral Triangles

Day 5:
Benchmark/Standard:
CCSS.Math.Content.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
CCSS.Math.Content.HSG.CO.B.7
Use the definition of congruence in terms of rigid motions to show that two triangles are
congruent if and only if corresponding pairs of sides and corresponding pairs of angles are
congruent.
CCSS.Math.Content.HSG.CO.B.8
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the
definition of congruence in terms of rigid motions.
G1.2.2 Construct and justify arguments and solve multistep problems involving angle
measure, side length, perimeter, and area of all types of triangles..
G2.3.2 Use theorems about congruent triangles to prove additional theorems and solve
problems, with and without use of coordinates.

I.

Introduction
A. Objectives: To use and apply properties of isosceles triangles. By the end of
this lesson, students will be able to
-

Understand the definition of congruent polygons

Identify corresponding parts of a polygon and list these parts
Apply knowledge of corresponding parts of polygons to calculate angles
side lengths
Compose congruence statements for corresponding triangles.
Apply knowledge of SSS, SAS, AAS, and ASA postulates to prove that
triangles are congruent.
Use CPCTC to prove that parts of a triangle are corresponding, and
therefore congruent.
Identify the base and base angles of an isosceles triangle.

B. Anticipatory Set: To start this lesson, we will review as a class the possible
different ways to identify congruent triangles. SSS, SAS, ASA, AAS, SAA.
We will also review as a class what CPCTC stands for. Students will also be
given a bell ringer in which they identify the six corresponding parts of two
triangles that are determined to be congruent.
C. Agenda: The agenda for this days lesson is as follows:
- Anticipatory set. 10 minutes.
- Students will then be given time to correct their homework and ask any
questions that they had regarding this assignment.
- Next, I will use the name cards to choose students to read the three
theorems that are going to be the focus of todays lesson.
- After reading a theorem, we will look at the example triangle that is given
to us in the notes and explain in our own words, as a class, what this
theorem means.
- Each student will be given time to right out the theorem in their own
words.
- Next, I will show student an isosceles triangles oriented in different ways.
Student will have to identify the congruent sides or angles in these
triangles. This is important to show students that the base angles of an
isosceles triangles are not always the congruent angles, but the angles that
are opposite of the two congruent sides.
- Next, we will discuss the vertex angle of an isosceles triangle and review
the meaning of perpendicular and bisector, as well as what that means for
the angles of an isosceles triangle.
- As a class, we will work through example 1.
- Next, we will discuss the terms equiangular and equilateral, and what this
means in a triangle.
- After looking at the two corollaries for this lesson, we will recall our
knowledge of conditional, converse and biconditional statements that we
discussed in previous chapters and right a biconditional from the two
corollaries given.
Conditional: If a triangle is equilateral, then the triangle is
equiangular.
Converse of Conditional: If a triangle is equiangular, then the
triangle is equilateral.
Biconditional: A triangle is equiangular if and only if the triangle is
equilateral.
- As a class, we will classify the triangle in example two, identify the base
angles, and solve for x and y using the theorems that we learned in todays
lesson.
- Next, I will draw a line through the vertex angle, labeling right angles at
the base. Students will discuss what they can conclude from this line it is

the perpendicular bisector of the base and we will prove as a class that
the two resulting tringles are congruent.
We will discuss all the different ways that we can use to prove that the two
triangles are congruent.
Students will then be given the remaining time to work on homework
assigned for this day.
Five minutes before the bell rings, student will be given an exit slip in
which they must identify the base angles of an isosceles triangle and
compute the angle measures given the vertex angle.

II.

Activities and Strategies:

Throughout this lesson, student will be exposed to a variety of different teaching
methods and strategies. Students will be required to recall on previous knowledge
to activate their thinking about todays material, as well as gauge their
understanding of previous topics. This refresher will also be practice to help
students in remembering what we have learned. Students will also see visuals, as I
write the notes on the board, highlighting important information and pointing out
where each piece of information is found. Students will also be able to participate
in class discussions, or group work as we work through these problems out loud,
and through homework. Exit slips and homework will be used as a formative
assessment for me, and will also be independent/individual practice for students.

III.

Closure: To close this lesson, students will be called on to explain each of the
theorems that we have discussed in class in their own words. Students will also be
given an exit slip to review the material that we covered during this class period.
Below is a list of questions that can be asked to students at the end of class
What does CPCTC stand for?
What is the first thing we need to prove in order to use CPCTC?
What classifies a triangle as isosceles?
What are the base angles of an isosceles triangle?
What do the base angles of an isosceles triangle shave in common?
What is the vertex angle of an isosceles triangle?
What is the base of an isosceles triangle?
What does it mean of an angle is bisected by a line?
Describe the relationship between the vertex angle bisector of an isosceles
triangle, and the base of the triangle.
What do we call a triangle in which all of the angles have equal measure?
What do we call a triangle in which all of the sides have equal measure?
Is it possible to have a scalene triangle with all the angles the same
measure?
If we know a triangle is equilateral, what else can we conclude about the
triangle?
If we know a triangle is equiangular, what else can we conclude about the
triangle?

 What is another term that we can use to describe and equilateral (and
consequently, an equiangular) triangle?
IV.

Preparation & Reminders:

For this class I will need the following:
o Bell Ringer
o Notes packet for each student
o Exit slip

Unit Title: Congruent Figures

Lesson Title: Congruence in Right Triangles

Day 6:
Benchmark/Standard:
CCSS.Math.Content.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
CCSS.Math.Content.HSG.CO.B.7
Use the definition of congruence in terms of rigid motions to show that two triangles are
congruent if and only if corresponding pairs of sides and corresponding pairs of angles are
congruent.
CCSS.Math.Content.HSG.CO.B.8
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the
definition of congruence in terms of rigid motions.
G1.2.2 Construct and justify arguments and solve multistep problems involving angle
measure, side length, perimeter, and area of all types of triangles..
G2.3.2 Use theorems about congruent triangles to prove additional theorems and solve
problems, with and without use of coordinates.

I.

Introduction
A. Objectives: To prove triangles are congruent using the HL theorem. By the
end of this lesson, students will be able to
-

Understand the definition of congruent polygons

Identify corresponding parts of a polygon and list these parts
Apply knowledge of corresponding parts of polygons to calculate angles
side lengths
Compose congruence statements for corresponding triangles.
Apply knowledge of SSS, SAS, AAS, and ASA postulates to prove that
triangles are congruent.
Use CPCTC to prove that parts of a triangle are corresponding, and
therefore congruent.
Understand what properties make up a right triangle.
Identify the hypotenuse of a right triangle.
Identify a leg of a right triangle.
Use their knowledge of congruence, right triangles, legs, and hypotenuse in
order to prove triangles are congruent using the Hypotenuse Leg Theorem.

B. Anticipatory Set: To start this lesson, I will call on a student to describe to the
class a right triangle. After we refresh the class on a right triangle, I will ask
students to recall the Pythagorean Theorem. As we identify the Pythagorean
Theorem, I will propose to students that we know the a of both triangles, the
c in both triangles, and that these corresponding parts are equal. Next, I will
ask students if we can make any conclusions/connections about the b of each
equation. At this point, I am hoping that students will conclude that the b, or
other leg of the right triangle, are also congruent. I will then ask students to
apply this thinking to two triangles meaning, we know that the hypotenuse
and one leg are congruent and can therefore conclude the third leg is also
congruent. Next, we will discuss what we know about two triangles in which
all sides are congruent. This allow students to see where we get the
Hypotenuse Leg Theorem and why this theorem works.
C. Agenda: The agenda for this days lesson is as follows:
- Anticipatory set. 10 minutes.
- To start the notes, I will have each student individually write the
congruence statement for the triangles in example 1.
- I will choose a student to share the congruence statement that they wrote,
and ask if any other student has written something different. I will use this
to discuss the different way to write congruence statements regarding
triangles, as long as the triangles correspond.
- Next, I will begin to complete example 2 on the starboard. To do this I will
ask the class to discuss any important pieces of information that they see in
the triangles. This will prompt students to notice that each triangle is a
right triangle. Following this discussion, I will infer what congruence
theorem they think we will use and how we will move forward using this
theorem.
- I will model a proof using the Hypotenuse Leg Theorem on the board
through example 2.
- The class will be given time to work on example 3 individually. After the
class seems to have completed this example, students will volunteer to
show their work of the proof on the starboard. As a class, we will discuss if
we agree with the proof that is shown, and make any adjustments to the
proof that we disagree with.
- Students will complete example 4 and 5 as done with example 3.
- For the remainder of this class period, students will be given time to work
on homework that was assigned.
- Prior to the dismissal bell, each student will be given an exit slip to be
completed before each students leaves, and we will wrap up the lesson
with a series of questions.

II.

Activities & Strategies:

Throughout this class, students will be required to participate in a variety of
different learning strategies and activities. As we begin this lesson, students are
required to recall prior knowledge about previously studied ideas in math. Some
things that students will need to remember are a right triangle, hypotenuse, leg and
Pythagoreans Theorem. Students will also need to make connections between
these ideas and right triangles to make a conjecture two congruent triangles.
Students will also take part in class discussion, as well as taking notes and
repeated practice through homework. As students work on the homework during
class, I will be available to aid with any problem they may be struggling with.
Students will also partake in independent practice as they complete any unfinished
homework at home. Lastly, students will be given a chance to practice through the
exit slip and review todays lesson as we wrap up at the end of the class.

III.

Closure: To end this lesson, students will complete an exit slip in which they
must identify thy hypotenuse and legs of a right triangle. Students will also be
shown two other triangles whose congruent parts are marked and decide which
congruence theorem they will use to prove the triangles are congruent. I will also
use the name cards to call on students to answer the following questions:
What a makes a triangle a right triangle?
Describe the hypotenuse of a right triangle.
How many leg(s) does a right triangle have?
Are the legs of a right triangle congruent?
What does HL stand for?
What is the first piece of information we need in order to use the HL
Theorem? (right angle)
After we know that two triangles have right angles, what other information
do we need to know in order to use the HL theorem?
If we use the HL Theorem, what can we conclude about the other leg in the
triangle?
What other theorem do we use in order to prove the HL theorem works?

IV.

Preparation & Reminders:

For this class I will need the following:
o Notes packet for each student
o Exit slip for each student

Unit Title: Congruent Figures

Lesson Title: Using Corresponding Parts of Congruent Triangles

Day 7:
Benchmark/Standard:
CCSS.Math.Content.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
CCSS.Math.Content.HSG.CO.B.7
Use the definition of congruence in terms of rigid motions to show that two triangles are
congruent if and only if corresponding pairs of sides and corresponding pairs of angles are
congruent.
CCSS.Math.Content.HSG.CO.B.8
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the
definition of congruence in terms of rigid motions.
G1.2.2 Construct and justify arguments and solve multistep problems involving angle
measure, side length, perimeter, and area of all types of triangles..
G2.3.2 Use theorems about congruent triangles to prove additional theorems and solve
problems, with and without use of coordinates.

I.

Introduction
A. Objectives: To use identify congruent overlapping triangles. To prove two
triangles congruent by first proving two other triangles congruent.
-

Understand the definition of congruent polygons

Identify corresponding parts of a polygon and list these parts
Apply knowledge of corresponding parts of polygons to calculate angles
side lengths
Compose congruence statements for corresponding triangles.
Apply knowledge of SSS, SAS, AAS, and ASA postulates to prove that
triangles are congruent.
Use CPCTC to prove that parts of a triangle are corresponding, and
therefore congruent.
Identify common parts of a triangle.
Identify overlapping triangles.
Separate and redraw overlapping triangles.
Prove overlapping triangles are congruent.

B. Anticipatory Set: To begin this lesson, we will review the previous lessons
that we have gone over in this chapter. Students will recall the different
triangle congruence theorems that we have used ASA, AAS, SSS, SAS, HL
as well as review how we name these theorems. I will also show students a
figure containing many different overlapping triangles. I will give students 3
minutes and have them identify as many different triangles as they can.
Whoever can identify the most triangles will get a prize.
C. Agenda: The agenda for this class is as follows.
- Anticipatory Set. 10 minutes..
- Next, students will fill out the days notes packet as we work through each
part as a class.
- To fill out the notes packet, I will first explain to students how to identify
two different triangles in a set of overlapping triangles. As a class, we will
also work on identify corresponding parts in congruent triangles, as well as
the common angle.
- I will show students this process in example 1, and students will then have
to complete example 2 individually.
- Next, I will call on students to come to the front and write out the two
column proof on the board.
- Each student will be given a piece of construction paper. This paper will be
folded in half and students will be allowed to cut a triangle out of the
folded paper. This will produce two identical triangles. Next, we will label
each corresponding angle. Students will then flip on triangle and line up a
corresponding angle, which will show students a figure similar to that in
the first portion of the notes.
- The common angle will be identified and students will be able to see how
to separate overlapping triangles and identify the corresponding parts.
- Finally, after we complete example 2 as a class, students will work on this
days assigned homework at their seats.
- Before leaving, students will be required to complete an exit slip in which
they must determine a common angle of overlapping triangles, two
different triangle in a set of overlapping triangles, or corresponding parts of
two triangles.
II.

Activities & Strategies: During this lesson, students will be provided with many
different ways in which they receive this information. I will give students verbal
explanations, model, show visuals, small group discussions, class discussions,
independent work and repeated practice.

III.

Closure: To end this lesson, student will individually complete and exit slip in
which they must identify overlapping triangles, distinguish between and re-draw
overlapping triangles, identify a common angle or side, and prove that
overlapping triangles are congruent.

IV.

Preparation & Reminders: For this lesson I will need the following:
o
o
o
o

Notes packet for each student

Construction paper for each student
Scissors
Exit slips

Final Reminders:
Concluding this lesson, students will be given a review of the material covered on each day. One
or two class periods, depending on student readiness, will be given to students to review this
information. Following the review day(s), student will each take a chapter test provided by the
district.