Grade Level: 9th or 10th grade

Tyler Nadeau
Subject: Geometry
Topic: Properties of Triangles

Designed by:
October 17, 2013

Common Core State Standards:

.

Understand similarity in terms of similarity transformations

2. Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity
transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding
pairs of sides.
3. Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.
Prove theorems involving similarity
4. Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely;
the Pythagorean Theorem proved using triangle similarity.
5. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
Define trigonometric ratios and solve problems involving right triangles
6. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios
for acute angles.
7. Explain and use the relationship between the sine and cosine of complementary angles.
8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.*

Apply geometric concepts in modeling situations

1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).*
3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working
with typographic grid systems based on ratios).*
Prove geometric theorems
10. Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180; 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.
Make geometric constructions
12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding,
dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines,
including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Rationale and Goals: To familiarize students with some of the basic properties of
triangles and how theorems allow us to find missing and unknown information. This unit
will also provide students with an understanding of how triangles and geometry have
real-world applications.

Materials and Resources needed:

Day 1: The Greedy Trianglecopy of book on hand, notes outline, cardstock pre-cut
triangles, outside triangular structures (side of a building, part of a baseball diamond,
etc.)
Day 2: bell-work worksheet, notes outline, two balls of yarn, measuring tape, and
protractors for each group, Think Pair Share question
Day 3: bell-work question, copies of similar triangles proof, poster board
Day 4: Hot Seats sticky notes under certain chairs, quiz, right triangles presentation,
Whats right and whats not group activity sheet
Day 5: Computer lab time, guiding questions, discussion time, homework assignment,
permission slips
Day 6: bell-work: Think Pair Share Question, SOH CAH TOA YouTube video, notes outline,
ratios game
Day7: notes outline, group work on Conditions worksheet, ASS discussion
Day 8: bell-work: Are These Triangles in Good Condition, ramp model, blueprints, group
work on figuring out what materials are need to do the ramp project

Day 9-12: building a wheelchair ramp, grant funded, building materials, permission slips
collected, school transportation
Day 13: (or whenever ramp is finished): Jeopardy Review Game
Day 14: Unit Test
This unit was designed while keeping in mind various differences among student learning
and retention. My desire is that students will find a way in this unit to make a connection
to the material. I have provided several opportunities including individual work, group
work, class discussions, note taking, and real life applications. The goal of the Common
Core State Standards is to make content come alive to students and I believe that this
unit demonstrates this. I hope that my students will take away way more than formulas
and definitions from this unit. I want them to be able to take what they have learned and
apply it throughout their lives. Students may be expected to do some text book reading
at times, but will not be bogged down in reading pages upon pages of information that
they are not able to retain. This unit introduces some various forms of literacy including
articles, blueprints, videos, and speaking and listening rather than just listening to the
teacher talk. For this unit, a student may be successful with very little engagement in
reading, but it is my goal to challenge them to read the material and to pick up on any
deeper thinking that we may not have covered in class. This will allow for richer class
discussions. This unit is also very adaptable to students with special needs. It provides
many aspects of learning and therefore it provides the teacher with more time to spend
with individual students. Working in groups will also benefit all students as sometimes
students learn best from their peers.

Unit Map
Da
y
1

Topic
Introduction to
Triangles

Learning Targets
I can identify different types of triangles and
how these are used to build other shapes.

Area of a Triangle
I can use the formula
area of a triangle.

to determine the

Activities/Strategies/Formative
Assessments
Read The Greedy Triangle by
Marilyn Burns
Provide students with an outline to
take notes on properties of triangles.
Give a brief lesson on using the area
formula to find the area of a triangle.
Model how to draw triangles with
various side lengths and angle
measures.
Have students work in groups on
measuring side lengths and angles of
several pre-made triangles.
Activity: Whats your area? Have
students work in groups, have them
measure any triangular structure
outside and determine its area.
Homework: Each student finds a
triangular object at home, they find
the area and bring it in to present to
the class and tell how they found the
area.

Similar Triangles

I can determine if two triangles are similar.

Similar Triangles
and Angle
Measures

I can use the AA (Angle, Angle) criterion to

determine that two triangles are similar.

Bell work: Measure my angles, legs,

and hypotenuse!
Provide students with an outline to
take notes on similar triangles.
Student presentations: What
triangular figure did you find?
Students present their area project
(each about 2-3 minutes)
Modeling Life Size Similar Triangles.
Items needed: two balls of yarn, a
measuring tape, and protractors for
each group.
Think, Pair, Share: How are similar
triangles useful in the real world?
Bell-work: Type I writing: How do I
know if two triangles are similar?
Have students work in groups of 4
and read through a proof of how to
show that two triangles are similar if
they have two angles that are the
same measure.
Posters: Groups create a poster with a
visual representation of the proof that
they just read.

Right Triangles

I can identify a right triangle and I know its

distinct properties.

Pythagorean
Theorem

I can use the Pythagorean Theorem to

determine the missing side of a right triangle.

SOH CAH TOA

I can use the sine, cosine, and tangent

functions with right triangles to find missing
side lengths and angles.

HOT SEATS: Strategically placed sticky

notes under students desks, sample
questions: What is the sum of all the
angles of a triangle? How do you
know two triangles are similar? How
do you determine the area of a
triangle?
Quiz: How do you know these
triangles are similar?
Have a brief lesson on right triangles.
Students take notes in their
notebooks.
Activity: Whats right and whats not?
Research Activity: Who was
Pythagoras and what is his theorem?
Class discussion: Any conflicting
information about who first used the
Pythagorean Theorem? What does his
theorem say?
Homework: Finding the missing side.
Students will work on 2-3 real-world
problems dealing with finding the
missing side-length of a right triangle.
Hand out permission slips for day 10
activity.
Bell-work: Think, Pair, Share: Why
cant I use the Pythagorean Theorem
on Triangles that are not right
triangles?
YouTube Video: Chief SOH CAH TOA
Provide students with an outline to

Congruent
Triangles

I can determine if two triangles are congruent

using the conditions of SAS, SSS, ASA, and AAS.

Real Life
Applications

I can use the properties of triangles I have

learned to solve real-world problems.

Real Life
Applications
912

I can take what I have learned about triangles

to build a wheelchair ramp for an elder in my
community.

take notes dealing with these

trigonometric ratios.
Activity: Choosing the Right Ratio:
Students are in teams as teacher
presents problems to solve. Points will
be tallied per correct answer.
Provide students with an outline of
notes with an example of each
condition of SAS, SSS, ASA, and AAS.
Group work: Work on these conditions
with several examples that have been
provided.
Class discussion: Why cant an ASS
(Angle, Side, Side) prove a triangle is
congruent?
Bell-work: Are these triangles in good
condition?
Teacher modeling of how to use the
properties of triangles to build a
wheelchair ramp.
Group work: Look at the provided
blueprint and indicate the side
lengths, angle measures, area, and
materials needed to complete the
project.
Homework: Make sure to have
permission slips signed!
Teacher will have a pre-determined
location to build a wheelchair ramp
for an elderly person in the
community.
Students will be transported to

13

REVIEW

I can take everything that I have learned about

triangles and apply it to various questions in a
review game.

residents and work on ramp during

the allotted class time.
All work that is left undone will be
done by other sections of Geometry
or possibly the next school day.
Jeopardy review game.
Homework: study for summative
assessment.