Direct instruction

Teacher(s): Morgan Matsen, Jose, Laura, Michael

Subject: Math

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

HS.G-C0.B.8: Explain how the criteria for triangle congruence (ASA, SAS, SSS) follow from the
definition of congruence in terms of rigid motions

Objectives (Explicit): Use Blooms verbiage and formula

Students will demonstrate application of rigid motion knowledge to triangle congruence by

changing triangles to determine if they are congruent.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to
grade/grading tool? (rubric, checklist, etc.)

Summative: Students will fill out the quiz at the end of the class which asks about two specific
triangles and whether or not they are congruent (part of independent practice). During Guided
Practice the students will try out the applet and we will go around the class checking that they get the
triangles correct. The applet tells us specifically where the student it succeeding and where they may
not understand.
Formative: Throughout the class we will be making Formative Assessments. I will ask the
following specific questions:
o Why are ASA triangles congruent and AAA triangles not?
o How are rigid motions and congruency related?
o How are congruency and similarity different? The same?

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Recall rigid motion and how it applies to congruence.

Apply rigid motion congruence to triangles

Categorize the information necessary for triangles to be congruent

Key vocabulary:

Materials/Technology Resources to be Used:

Rigid motion

Laptop for every student

Congruence applet

Google Forms

Congruence
Triangles

Reflection

Rotation

Translation

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the
students

Instructional Input

Get into small groups and put your ideas on the board. We give the basic rigid motions, they write
everything they know about this (draw picture, does it change the shape?, does it change the size? Is
a shape congruent to the shape created by the rigid motion)

Teacher Will: Be specific

Student Will: Be specific

Discuss what is meant by ASA and

AAA

Follow along with the work being

done in the applet

Use applet to show examples of ASA

triangles, and show how they will
always be congruent. Discuss. (apply
rigid motion congruence to triangles)

Participate in discussions about

congruences

Apply their knowledge of rigid

motion congruence to triangles

Use applet to show examples of AAA

triangles, and show how they are not
necessarily congruent. Discuss.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

Students who need a more hands-on experience may follow along and use the applet on

their own computer

Students may draw the triangles we create if they prefer or if they do not have a computer

Teacher Will: Be specific

Congruence theorem online activity.

Room is split into 4 groups and does
the remaining congruences and
incongruences (SAS, SSS, AAS)/
(ASS)

Guided Practice

Student Will: Be specific

Use the online applet to try out

different combinations to check to
see if they form congruent
triangles. If not, explain what
makes the triangles incongruent,
such as it makes the triangles
similar but not congruent, meaning
it can change size, or The last
side has more than one possible
length.

Independent Practice

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?

Students may use pencil and paper to work on making the triangles

Encourage students to look at flips and rotations to see that congruent triangles dont
always look congruent at first

Teacher Will: Be specific

Make online, two-question, quiz: are

these triangles congruent, why?

One set of triangles will be

congruent, one set will not be

Student Will: Be specific

Apply knowledge of
congruence criterion to determine
which sets of triangles are
congruent/non-congruent

Show which criterion apply to each

set of triangles in order to justify
their answers: By AAA criterion,
these triangles are not congruent

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?

Physical forms of the quiz should be available for students who do not have a
computer/online access

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What
essential questions will they reflect on in their closure of the lesson?

Architects use similar triangles and other shapes to build and ensure that things are even and
balanced (include pictures of architecture)

Has anyone seen a building or structure with similar triangles? Next time you're out look at the
buildings and try to find similar triangles or even other shapes

Finish with final formative assessments as a group - Which rules give congruency? What is a rigid
motion?