GENERAL SANTOS HOPE CHRISTIAN SCHOOL

Block 5, Dadiangas Heights General Santos City, Philippines

GEOMETRY Year Level: HS 3 Lesson Topic: Length of Lesson:

George L. Lim Congruent Triangles 16 Sessions

Stage 1 - Desired Results 1. Prove congruence of triangles using SSS, SAS, ASA postulates and AAS, LL, HL, LA, and HA Theorems.

Understanding(s)/goals: Students will understand: * the concept of congruence

Stage 2 - Assessment Evidence Essential Question(s): * In what way triangle congruency be proven? * In what manner can triangle congruency be applied on real life situation?

Student will know * SSS, SAS, ASA postulates * AAS, LL, HL, LA, HA Theorems * medians, altitudes and bisectors

Performance Task(s): Group Activity 1 Answer application page 164 - 165

Student will be able to * identify the corresponding parts of congruent triangles. * find measures in congruent triangles. * prove two triangles congruent. * prove right triangles co0ngruent. * apply definitions of median and altitude of a triangle and perpendicular bisector of a segment. * apply the theorems about points on perpendicular bisectors of segments and on bisectors of angles. Stage 2 - Assessment Evidence Other Evidence: Oral report in class of the results of the performance task. Seatwork/Homework

Quizzes/ Mastery test

Rubric: 4 - Excellent, 3 - Good, 2 - Competent, 1 - Needs Improvement 0 - Needs Help

Level 4: Shows full understanding in writing formal proof with correct justification. Shows proficiency in knowledge of concept of congruence. Level 3: Shows understanding in writing formal proof but with few mistakes. Shows proficiency in knowledge of concept of congruence. Level 2: Shows partial understanding in writing formal proof with lots of mistakes. Lacks proficiency in knowledge of concept of congruence. Level 1: Lacks understanding in writing formal proof and lacks proficiency in knowledge of concept of congruence. Level 0: Confused. Does not know how to start writing a formal proof. Poor knowledge of concept of c congruence.

Stage 3 - Learning Plan Learning Activities: 4.1 Correspondence and Congruence The concept of correspondence is prerequisite to the study of to the study of congruence. Use real-life examples of sets in one-to-one correspondence. For example, every person has a unique social security number, Draw figures on the board, show that figures with the same number of vertices can be put into correspondence in several ways. Use non congruent and congruent pairs. Have students identify situations in which correspondences between sets cannot be created. Have students analyze and explain when a correspondence is or is not a congruence. Seatwork/Quiz 4.2 Proving Triangles Congruent Use a set of three sticks that could be sides of a triangle (that is, such that the sum of the lengths of any two is greater than the length of the third) to motivate at SSS. Show that the lengths of the three sides completely determine the size and shape of a the triangle. Point out the relationship between the names of two angles of a triangle and their included side and between the names of two sides of a triangle and their included angle. Help students identify situations in which information about congruent segments or angles must be deduced, as for example when vertical angles are involved or when two triangles share a side. Seatwork/Quiz 4.3 Using Congruent Triangles Have students recognize and indentify corresponding parts of congruent triangles. Emphasize the planning of proof. Help students evaluate their proofs. They should be able to explain their logic and identify key steps.

Session 1

Session 2 Session 3

Session 4 Session 5

Seatwork/Quiz

Session 6

4.4 Strategy: Identify Intermediate Goals Students require constant reminders of the need for careful planning of proofs before they try to write proofs. Use many examples of situation in which intermediate goals can be identified and have student explain why these intermediate steps are important. Give students an opportunity to verbalize their plans for proofs. This helps to identify appropriate intermediate goals. Seatwork/Quiz 4.5 Medians, Altitudes, and Bisectors Provide many examples in which students must identify medians, angle bisectors, and altitudes that lie outside the triangle. Point out that equidistant means equally distant. Emphasize that Theorem 4.2 and 4.3 are converses, as are Theorem 4.4 and 4.5. Seatwork/Quiz 4.6 Strategy: Recognize Underdetermined and Overdetermined Figures Students need to understand that they must be able to justify any auxiliary line that they introduce in a proof. It is important that the auxiliary line be described in terms of the minimal conditions necessary go determine it. Ask students to analyze sets of given conditions to determine when a figure is overdetrmine, determined, or underdtermined by those conditions. Seatwork/Quiz 4.7 Proving Right Triangles Congruent Emphasize that LL, HL,, and HA are applied only to right triangles. Insist that students include as part of their proofs statements such as " DABC is a right triangle" when they use any of the right triangle congruence theorems.The proof of the HL theorem is a good example of a complicated proof that requires many intermediate goals. Seatwork/Quiz Mastery Test

Session 7

Session 8

Session 9

Session 10 Session 11

Session 12 Session 13

Session 14 Session 15/Session 16

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