Lesson Plan Unit 4, Day 5 HEADING Karen Guarino Geometry Introduction to Triangles and Congruency OVERVIEW/ RATIONALE The

purpose of this lesson, the 5th one in this mini-unit, is to discuss Pythagorean relationships and how we can use what we know about sides to classify a triangles angles. By having students test out the different combinations possible of sides for themselves and then seeing its relationship to the types of triangles, students will be able to go back to this method should their memory fail them. By showing students the origin of things like Pythagorean inequalities, their understanding is deepened. ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS 65 Minutes

What are the relationships between triangle sides and their angles?
GOALS/OBJECTIVES Students will review the Pythagorean theorem and see how it can be applied to nonright triangles. Students will be able to classify a triangle as right, obtuse, or acute given the measurements of three sides. STANDARDS

32 D Use Pythagorean Inequalities to classify triangles.

Practices: Make sense of problems and persevere in solving them. Construct viable arguments and critique the reasoning of others. Attend to precision. Reason abstractly and quantitatively. MATERIALS PowerPoint presentation, GSP, Pythagorean Inequalities Homework PROCEDURES OPENER Warm-up using congruence and solving linear systems of equations: 10 minutes Review of warm-up: Teacher will choose students to put up their answers to the warm-up based on monitoring. She will choose a variety of approaches and correct/incorrect answers: 5 minutes Review of homework: students will review the homework in their table groups:10 minutes

BODY OF THE LESSON We will first discuss as a group the Pythagorean theorem and go through one example of how to construct a triangle in GSP and record the angle measurements. 5 minutes

Students will work at their seats on constructing the other triangles and recording their angle measurements: 10 minutes We will then discuss as a whole group how we can use Pythagorean inequalities to classify these triangles. We will use the same example as before: 5 minutes Students will then perform these calculations for the triangles they created: 10 minutes We will then discuss as a whole group what we found about Pythagorean inequalities and how to classify a triangle as obtuse, acute, or right given three of its sides. Students will then try out this method on three different questions at their seats: 10 minutes Note as students are working at their seats, teacher will be walking around to check for understanding and monitor work/progress. CLOSURE Students will be given Pythagorean inequalities problems for homework. Why is it useful to test out and critique theorems we learn in class? How can we take what we have learned today and apply it to future situations? How can we remember how to use the Pythagorean theorem to classify triangles? ACCOMODATIONS Students who need extra assistance will be helped by SATs. Students who prefer to work alone may do so. Calculators will be permitted for those who would like to use them. Other accommodations will be provided as needed. ASSESSMENT/EVALUATION (MAY HAPPEN IN BODY/ PROCEDURES) Students will be assessed formally on their ability to complete the warm-up, homework problems, the GSP investigation, and the three Pythagorean inequality problems. They will be assessed informally through conversations, questioning, participation in whole-class discussion, and attention to all steps being taken, and general monitoring throughout the process. PERSONAL REFLECTIONS / NOTES