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Lesson Plan 2
Lesson Plan 2
Lesson Plan 2
TEKS addressed:
The Lesson:
I. Overview
The goal of this lesson is to have students determine the minimum requirements
needed for congruent triangles.
Five-E Organization
Engage:
Learning Experience Student Activity
Prior Knowledge: Students are listening and answering
Use of slides (pictures of Rhombus and questions.
Square) to assess understanding of
difference between similar and congruence.
Evaluate: Teacher will make sure students are on task and participating.
Evaluate: The teacher will walk around the room to assess each group’s progress.
Explain:
Learning Experience(s) What the students are doing
Teacher is listening to students’ ideas. Groups are presenting their work.
Calling on different students to give their Students are listening and discussing
opinions. opinions.
Questions Expected Student Answers
Address to class:
1. Do you agree this group has a 1. Yes/No; answer will vary
match? Why?
2. What approach did your group use? 2. answer will vary
(answers will be written on the
board as “rules”)
Teacher will call upon the groups that Students are explaining why AAA and ASS
have AAA and ASS congruent triangles do not work.
to clarify these characteristics are
invalid.
Evaluate: The teacher will ask questions to guide the discussion.
Explain:
Learning Experience(s) What the students are doing
Teacher is listening to students’ ideas. Groups are presenting their work.
Calling on different students to give their Students are listening and discussing
opinions. opinions.
Questions Expected Student Answers
1. (Before presentations) How 1. Answer will vary.
many different ways did your
group find? Which are they?
(Teacher will have every
group present different ways
based on their answers.)
2. (During presentations) 2. Students are answering, paying
Teacher will call on students attention to student ideas.
to make sure they understand
each group’s solution. 3. Answer will vary.
3. (After groups have presented)
What are the similarities and
differences between the
presentations? 4. Student should be able to explain
4. Teacher will call on a student that three characteristics are
and ask them to explain what needed to find congruent
we just learned. triangles.
Works: SSS, SAS, AAS, ASA
Doesn’t: AAA, SSA or the reverse.
Evaluate: The teacher will ask questions to guide the discussion.
Extend / Elaborate:
Learning Experience(s) What the students are doing
Teacher will assign worksheet to the Students are individually working on the
students that will ask them to use the worksheet.
properties to find if the triangles are
congruent.
The last problem will have an equilateral Students will get back in the group to find the
divided into two right angle triangles. This new rule that shortens SAS for the right angle
will guide them to find the congruent triangle.
triangle in case of right angle triangles
(HL).
Teacher will ask them to shorten the SAS
property that will be valid for all right
angle triangles.
If necessary, teacher will ask students what
every right angle triangle has common in it.
This will guide them to realize they have a
common angle i.e. 90 degrees.