Direct instruction

Teacher(s): Laura Curry, Morgan Matsen,

Michael Salutz, Jose Byrnes

Subject: Geometry, Triangle Congruence

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards
apply to this lesson

HS.G-C0.B.8: Explain how the criteria for triangle congruence (ASA, SAS,
SSS) follow from the definition of congruence in terms of rigid motions

Objectives (Explicit): Use Blooms verbiage and formula

Students will demonstrate application of rigid motion knowledge to triangle

congruence by changing triangles to determine if they are congruent.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are
going to grade/grading tool? (rubric, checklist, etc.)

Summative: Students will fill out the quiz at the end of the class which asks
about two specific triangles and whether or not they are congruent (part of
independent practice). During Guided Practice the students will try out the applet
and we will go around the class checking that they get the triangles correct. The
applet tells us specifically where the student it succeeding and where they may
not understand.

Formative: Throughout the class we will be making Formative Assessments. I

will ask the following specific questions:
o Why are ASA triangles congruent and AAA triangles not?
o How are rigid motions and congruency related?
o How are congruency and similarity different? The same?

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives
action verbs such as write, list, highlight, etc.)

Recall rigid motion and how it applies to congruence.

Apply rigid motion congruence to triangles
Categorize the information necessary for triangles to be congruent

Key vocabulary:

Rigid motion

Materials/Technology Resources to be Used:

Laptop for every student

Congruence
Triangles
Reflection
Rotation
Translation

Congruence applet
Google Forms

Opening (state objectives, connect to previous learning, and make RELEVENT to real life)
ENGAGE/ hook the students
Get into small groups and put your ideas on the board. We give the basic rigid motions, they
write everything they know about this (draw picture, does it change the shape?, does it change
the size? Is a shape congruent to the shape created by the rigid motion)
Teacher Will: Be specific

Instructional Input

Student Will: Be specific

Discuss what is meant by

ASA and AAA
Use applet to show examples
of ASA triangles, and show
how they will always be
congruent. Discuss. (apply
rigid motion congruence to
triangles)
Use applet to show examples
of AAA triangles, and show
how they are not necessarily
congruent. Discuss.

Follow along with the work being

done in the applet
Participate in discussions about
congruences
Apply their knowledge of rigid
motion congruence to triangles

Co-Teaching Strategy/Differentiation How will your instruction look different for those
students who need differentiation or accommodations during your instructional
input/teaching?

Guided Practice

Students who need a more hands-on experience may follow along and use
the applet on their own computer
Students may draw the triangles we create if they prefer or if they do not
have a computer

Teacher Will: Be specific

Congruence theorem online

activity. Room is split into 4
groups and does the
remaining congruences and
incongruences (SAS, SSS,
AAS)/(ASS)

Student Will: Be specific

Use the online applet to try out

different combinations to check to
see if they form congruent triangles.
If not, explain what makes the
triangles incongruent, such as it
makes the triangles similar but not

congruent, meaning it can change

size, or The last side has more
than one possible length.
Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to
know if EACH student is ready to move onto independent practice? And how are you
going to differentiate if they do not understand?

Students may use pencil and paper to work on making the triangles
Encourage students to look at flips and rotations to see that congruent
triangles dont always look congruent at first

Independent Practice

Teacher Will: Be specific

Student Will: Be specific

Make online, two-question,

quiz: are these triangles
congruent, why?

One set of triangles will be

congruent, one set will not
be

Apply knowledge of congruence

criterion to determine which sets of
triangles are congruent/noncongruent
Show which criterion apply to each
set of triangles in order to justify
their answers: By AAA criterion,
these triangles are not congruent

Co-Teaching Strategy/Differentiation How will your instruction look different for those
students who need differentiation or accommodations?

Physical forms of the quiz should be available for students who do not
have a computer/online access

Closing/Student Reflection/Real-life connections: What connections will students make to their

real lives? What essential questions will they reflect on in their closure of the lesson?

Architects use similar triangles and other shapes to build and ensure that
things are even and balanced

Has anyone seen a building or structure with similar triangles? Next time you're
out look at the buildings and try to find similar triangles or even other shapes
Finish with final formative assessments as a group - Which rules give
congruency? What is a rigid motion?