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Chapter: 4- Congruent Triangles

Section: 4.1 part II Exterior Angle Theorem


Sequence in Unit: Lesson 3
Total Time Allotment: 80 minutes
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Standards
 CCSS.MATH.CONTENT.HSG.CO.C.10
Math Practices: 1,6
Concepts and Competencies
 Concepts: Exterior Angles Theorem
 Competencies: Find the measure of interior and exterior angles using the exterior angles theorem
Learning Objectives
 Students will be able to demonstrate their understanding of the exterior angle theorem on the
Desmos activity and on their homework, which contains “missing information” triangle questions
related to the exterior angle theorem.
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Hook (15 minutes)
 Conclude yesterdays lesson by having each student take Google assessment “Triangle Investigation
Follow-Up” which is a 5-question mini-quiz checking for understanding of yesterday’s material.
 Go over Corollary to the Triangle Sum Theorem, explain that a corollary to a theorem is a statement
that can be proven easily. Have students fill out proof in their note packet
 To introduce today’s topic of exterior angles, give students four practice problems. The first two will
be using Triangle sum theorem and triangle inequality theorem. The last two will involve exterior
angles. Challenge students to find a solution to the problems before giving them the solution and
explaining the exterior angles theorem. (see attached worksheet for these practice problems)

Learning Activities (40 minutes)


 Go over necessary pre-knowledge for Desmos activity: Explain what an exterior angle is including an
image that shows what an exterior angle is, go over definition of a linear pair and the exterior angle
theorem.
 After students have necessary pre-knowledge do Triangle Exterior Angle Theorem Desmos activity
(https://teacher.desmos.com/activitybuilder/custom/58d96db95787db0610425422)

Closure (25 minutes)


 Review three theorems from the previous two days
 Have students do 4.1 practice B Q 1-26 (as found in their note packet)
 Students can start this in class and work independently or with others and can ask me whatever
questions they want. Whatever they do not finish is homework due the next class.
 10 minutes before the end of class direct students to stop working on the worksheet.
 Once everyone has put the worksheet away, direct students to padlet activity to answer two “Quick
Check” questions.
o True or False:
 A triangle can be both isosceles and obtuse in its classification.
 A triangle can have only one acute angle.
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Checks for Understanding/ Assessments
 Formative assessment: Students performance on Desmos activity
 Summative assessment:
o Google Forms assessment
o Homework worksheets, check for completion and go over necessary questions the next day
in class.
o Padlet

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