Direct instruction

Teacher(s):Michael Salutz, Laura Curry, Morgan Matsen, Jose

Byrne

Subject: Congruent Triangles

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:

Materials/Technology Resources to be Used:

Rigid motion
Congruence
Triangles
Reflection
Rotation
Translation

Laptop for every student

Congruence applet
Google Forms

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Instructional Input

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

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

Follow along with the work being

done in the applet
Participate in discussions about
congruences
Apply their knowledge of rigid

rigid motion congruence to triangles)

Use applet to show examples of AAA
triangles, and show how they are not
necessarily congruent. Discuss.

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

Teacher Will: Be specific

Student Will: Be specific

Congruence theorem online activity. Room is split into 4

groups and does the remaining congruences and
incongruences (SAS, SSS, AAS)/(ASS)

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?

Independent 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

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

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