Basic Productivity Tools (BPT) Lesson Idea

Lesson Title Unit 2 Triangles Review: Similarity, Congruence, and Proofs

Content Area 10th grade Geometry Support

Content Standards • MGSE9-12.G.SRT.4

Prove theorems about triangles. Theorems include: a line parallel to
one side of a triangle divides the other two proportionally, (and its
converse); the Pythagorean Theorem using triangle similarity
• MGSE9-12.G.SRT.5
Use congruence and similarity criteria for triangles to solve problems
and to prove relationships in geometric figures.
• MGSE9-12.G.CO.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.
• MGSE9-12.G.CO.8
Explain how the criteria for triangle congruence (ASA, SAS, and
SSS) follow from the definition of congruence in terms of rigid
motions. (Extend to include HL and AAS.)
• MGSE9-12.G.CO.10
Prove theorems about triangles. Theorems include: measures of
interior angles of a triangle sum to 180 degrees; base angles of
isosceles triangles are congruent; the segment joining midpoints of
two sides of a triangle is parallel to the third side and half the length;
the medians of a triangle meet at a point.

Technology Standards 3c: Students curate information from digital resources using a variety of tools
and methods to create collections of artifacts that demonstrate meaningful
connections or conclusions.

Integrated Technology Students will be able to use the following technology:

• Microsoft PowerPoint
• Google Slides
• SlideShare
• Prezi
• Apple Keynote
Any other approved technology presentation software.
Reference or • https://www.slideshare.net/madhavimahajan1/congruent-triangles-
Supporting Resources theorem
Student sample of the project

Bloom’s Taxonomy ☒Remembering ☒ Analyzing

Levels ☒ Understanding ☒ Evaluating
☒ Applying ☒ Creating
Integration Level Level 4: Integration

Universal Design This project and technology can illustrate all the UDL principles of
Rationale Representation, Expression, and Engagement. Representation is visible
because student will be chunking the unit information to show their
comprehension and presenting the mathematical language and symbols in
different representations (images, video, presentation itself). Multiple means
of Expression can be seen when students are using checklists for their
project, using the multimedia (presentation) which can check for grammar,
 and provide options for physical action. Lastly, the way students will be
creating different project shows the authenticity, collaborating with peers, and
receiving feedback exemplifies the Engagement of the project and technology
tool.
Lesson Idea As the standards are being address, the students will be working in groups to
create a mini lesson/review over one of the many topics covered in Unit 2.
Students can choose to present information on Triangle Theorems, Triangle
Congruence, or Triangle Proofs. The students will be introduced to this
project as a closing to the unit. Using collaboration with classmates, the
project should take 2-3 days. The students learning will be assessed through
the information included in the presentation along with a general format
rubric. I will provide students feedback verbal through group check ins and
feedback as it retains to the learning goal. To conclude the project, I will have
groups present their project to the class to continue the learning with peer
interaction.
My role as a teacher is to assist groups when needed, check in with the
groups to keep track of progress, to assign group roles, etc. My focus would
be to ensure the students have defined vocabulary, examples, created
problems, and solve the problems, and examined the why of the
mathematics. By ensuring information like this are included, it will encourage
students to think on a higher level.
Design Reflection This project will be for the end of the unit. Since this is a big unit that leads
into the students taking midterms, this activity will help students review and
be prepared for it. Letting students learn from their classmates, can impact
the students by having different strategies to approaching problems, a
different way of interpretation, and can help students explore the why to
mathematics. Overall. It is a great way for students to chunk the material
within this unit. With this project being presented with technology, there other
technology tools that can enhance the project. For example, students may
have come with another way to present the technology or embedding
Youtube and Desmos into their presentations.