Angle Side Angle triangle Congruency

Objectives
- Student will be able to create two column proof using Asa to prove triangle
congruency.

Standards
- Understand congruence and similarity using physical models, transparencies, or
geometry software in progress
Accommodations
- The accommodations listed in students I.E.Ps and 504s will be meet.
- Students could receive guided notes, extra homework time, a shorter homework
assignment to name a few accommodations
- Students will have access to note and examples that were created on the
smartboard during lecture.

Instructions
Pass back quizzes, go over correct answers and answer students questions.
Angle side Angle Definition Triangles are congruent if any two angles and their included
side are equal in both triangles.

- Quick check for understanding, draw on smartboard, ask student to find the
included side for the angles, have a student come to the board and show the rest
of the class the included sides
- Rational, this is a check to make sure that students are able to name angle and
know what sides make them up. For example angle C is made up of side AC and
CB

Example one
Put image on smartboard
Prove QSR is congruent to RPQ
Based on the picture what is the given information?
Likely responses from students
- PQ ll RS
- < PRQ = < SQR
- RQ is a transversal of PQ and RS
Based on the transversal we can say < PQR = <SRQ
Now we have all the information we need to create the proof
Rational- asking student what is given based on the picture instead of having it pre-
listed allows student to practice interrupting pictures.

As teaching writes each statement and reason on the smartboard show the student
these on the image of the triangle, this will help students build the connections between
images, statements and the reasons that they can be used to prove congruency.

Example 2
Draw on smartboard

Given Triangle: ABC is an isosceles triangle and angle BAC is bisected by angle AM
try to create the two column proof to prove that Triangle BAM is congruent to triangle
CAM. After a few minutes have students compare their proof to their neighbors. With
your neighbor revise your proof if needed.
Have a student show their proof to the class
- If proof is incorrect, ask the other students if anyone has any comments.
- If the students cannot correct the mistake, correct and example what error was
made.
Ask if any student did the proof in a different way.
 - If so have them share the proof and repeat the previous process.
Rational- having students work on an example on their own its provided a check for
understanding, some student might think that they are understanding the material when
the teacher presents it, but when they start to work on their own they might realize they
have questions. It is also important for students to work together, because helping
another student can be a good aid for both students.

Solution
Statement Reasons
BA = CA ITT
< ABC = < ACB ITT
< BAM = < CAM Definition of angle bisector
BAM = CAM ASA congruency

Example3
Draw on smartboard

Given: AB ll CD E is the midpoint of AD

Follow the same steps from example 2 to have the class work on solving the proof
Solution
Statement Reason
AB II CD Given
E midpoint of AD Given
AE = ED Definition of midpoint
< AEB = < CED VAT
< BAD = < ADC Transverse angles
AEB = DEC Asa congruency

Save each example that was shared on the smartboard, this will allow students to look
back and see what was done in class. This will be helpful if a student missed a day in
class or if a student did not take very effective notes.

Exit Slip
Is the location of the Side Important for Angle Side Angle congruency, explain why or
why not.
If you have any other question ask them here.
Rational for exit slip, first it allows me to see if student comprehend ASA congruency.
Second it allows students to ask me a question, some students might not feel
comfortable asking a question in front of the class or in person, but could be
comfortable writing one on an exit slip
 Homework Assignment

Exploration of using Angle Side Angle in the real world

Explain a way that you could use this type of triangle congruence can be used to prove
that the supports for a bridge are the same length.
- Create a GeoGebra file that illustrates your explanation.

Support

Can assume that the angle between the bridge and the supports are equal.