Brigid Houlihan

March 24, 2015

Subject/Skills:
Mathematics/Geometry
Grade Level:
9, 10, & 11
Number of Learner(s):
6

Curriculum
Frameworks

Time of Lesson (Period):

Period 4
Length of Lesson:
50 minutes (11:04-11:54)
Lesson # in Unit of Study:
#9 in the Advanced Triangles
Unit,
second lesson on congruence/proofs specifically

Grade Level:
9-12
Subject:

Mathematics
Strand:

Geometry- Congruence
Standard 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.
(Massachusetts Curriculum Framework for Mathematics, March 2011, page 95).
Grade Level:
9-12
Subject:

Mathematics
Strand:

Geometry- Congruence
Standard 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.
(Massachusetts Curriculum Framework for Mathematics, March 2011, page 95).
Grade Level:
9-12
Subject:
English Language Arts and Literacy
Strand:
Speaking & Listening
Standard SL 1:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 912 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
(Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011, page 63).

Purpose

As a result of this lesson, students will be able to

describe the 6 triangle congruence postulates (SSS, SAS, ASA, AAS, HL, CPCTC)
identify which congruence postulate proves two triangles are congruent (SSS, SAS, ASA,
AAS, HL, CPCTC)

Objectives
&
Function

CURRENT:
Students will build on their knowledge of the properties of similarity and congruence
specific to triangles.
FUTURE
: Students will work towards demonstrating their ability to use known information about
triangles to construct and solve geometric proofs.

Pre-requisite
Skills &
Knowledge

Students have the knowledge that

triangles are 4 sided figures
triangles have an interior angle sum of 180
triangles can be similar figures
triangles can be classified by their sides (isosceles, scalene, equilateral) and their angles
(right, acute, obtuse, equiangular)

Schedule/Pacing

Description of Lesson

Warm-up/Activator

Students will complete card sort warm up

activity:
matching diagrams of triangles to the
appropriate congruence postulate

Triangle Congruence Card Sort

Review of Agenda
2 minutes - 11:12

Teacher reviews/explains the daily agenda.

N/A

Homework Review

Teacher will project the Are they Congruent?

worksheet on the board and review with
students.

iPad & iPad Stand

Are they Congruent? WS

Students will create a set of flashcards for the 5

congruence postulates.
Teacher will demo on the projector as needed.

iPad & iPad Stand

flashcards, glue, & scissors
Congruence Postulates
reference sheet

Students will work in pairs to label triangle

diagrams and identify the appropriate
congruence postulate.
Teacher will demo on the projector as needed.

Congruence Postulates
reference sheet/flashcards
Congruence Postulates
worksheet
Triangles Proofs Reference
Sheet

8 minutes - 11:51

Teacher will guide students through completion

of a basic triangle congruence proof, using the
projector.
This will serve as an example for the
homework.
Teacher will encourage students to use color to
mark up the original diagram.

Homework
1 minute - 11:52

Teacher will assign students page 1 of the

Triangles Proofs Packet

Triangles Proofs Packet

The class will complete a What Stuck exit

activity, writing something that stuck with them
from the days lesson on a post-it note and
putting it on the What Stuck Wall.

Post-it notes

6 minutes - 11:10

8 minutes - 11:20
Content Activity

15 minutes - 11:35
Content Practice

8 minutes - 11:43
Content Practice 2

Lesson Closure

2 minutes - 11:54

Materials

IEP Goals
Objectives/Benchmarks

Student 1

Student 1

VERBATIM

RE-WRITE

INSTRUCTIONAL
IMPACT

Student 1
will appropriately
use mathematical
vocabulary orally during
class and within written
work with at most 1 prompt
from the instructor on 4 out
of 5 measured occasions.

When engaging in class

discussion and within
written work,
Student 1
will
appropriately use
mathematical vocabulary
with no more than 1 teacher
prompt, on 4 out of 5
measured occasions over
the fall semester.

Teacher models the

appropriate use of
thematic vocabulary.
Teacher provides
frequent opportunities
for review and
integration of thematic
vocabulary.

With increasing
independence
Student 1
will
use his own notes as
reference material to
complete class assignments
with increasing
independence.

When questions arise during

the completion of class
assignments,
Student 1
will
refer to his own notes as a
resource before asking for
teacher assistance on 4 out
of 5 measured occasions
over the fall semester.

Teacher will encourage

student to go to his
reference section and
use resource materials
before answering a
question from the
student.

Modifications/Specially Designed Instruction

Student 1 VERBATIM
CONTENT:
The content of the general curriculum will be modified through the provision of key concepts and the
accompanying elimination of extraneous detail.
METHODOLOGY/DELIVERY OF INSTRUCTION:
1:1 and small group instruction
thematic approach
provide graphic organizers/templates
provide cueing strategies for language and attention
hands-on activities
visual models, charts, or diagrams
highly structured approach
provide kinesthetic techniques
multisensory approach
teacher modeling
extra processing time
additional wait time for processing and responding
PERFORMANCE CRITERIA:
daily homework & classwork performance

Accommodations & Adaptations

Student 1 VERBATIM

Student 1
will be provided with extra time to complete tasks
Student 1
will be provided organizational strategies, such as charts, timelines, compensatory strategies
provide frequent practice and review of skills
provide predictable class routines
give clear and concise directions
provide nonverbal cues to help maintain focus
ask to have student reverbalize directions prior to attempting tasks
provide clear expectations for performance
convey immediate feedback on performance
introduce material in small steps with frequent review
use a slow deliberate rate of speech when presenting material orally

Possible Problems

Possible Solutions

Student(s) do not remember information about the 6

congruence postulates.

Teacher will provide more prompting and/or review of

information during the warm-up/lesson activator.

Student(s) have a difficult time cutting, pasting, and glueing

to create flashcards.

Teacher works with individual student/small group while

others are working independently - OR - Teacher pairs
struggling student up with confident student.

Student(s) have a difficult time setting up identifying which

congruence postulate justifies congruence in a particular
diagram.

Teacher provides a structured example for students to

follow. Teacher will direct students to reference their
flashcards.

Students need more time to complete a particular activity

during the lesson.

Teacher adapts lesson as necessary.

Assessment

Teacher will record data as students complete card-sort warm-up activity.

Students will complete a worksheet having to identify the appropriate congruence
postulate. Teacher will check and record data.
Students will complete one page of the
Triangle Congruence Proofs Packet
for
homework. This packet mirrors the activities done in class and will provide a clear
indication of student understanding.
Students homework will be checked the

following day for accuracy. This will ensure students met the following lesson
purpose statements.

Extension of the Lesson

Tomorrow:
Students will complete similar in-class activities for additional skill
practice as a continuation of the lesson.
Next Week:
Students will have a quiz on triangle congruence.
Unit of Study:
In this unit, students will apply their knowledge of the properties of
triangles to complete geometric proofs.