Side-Angle-Side Discovery Lesson

Description: Students will use GeoGebra to explore four variations of triangles

to see how many they can make for each variation to come up with
Common Core State Standards of Mathematics:
o 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.
Learning Objectives:
Student will be able to:
1. Describe the side-angle-side theorem of congruent triangle.
2. Apply the side-angle-side theorem to two congruent triangles.
3. Determine if two triangles are congruent using the side-angle-side
theorem.
Materials:
o Notes page
o GeoGebra
Previous Knowledge:
o SSS
o Triangle congruency
o Congruent markings on a triangle
Duration: 35 minutes
Assessment: Throughout the lesson the questions asked and planned
discussions are formative assessment of the students knowledge.
Homework is SSS and SAS Congruence attached worksheet. (Modified from
Kuta Software)
Accommodations:
For Carl Thompson, I will have him pass out the notes sheet.
For Lola Lolli, I will encourage her to take her time in using GeoGebra and only
do as many as she has time for.

Augustine))
Lesson Notes
Movements/Instruction (~20 minutes)
Teacher Students Rational
Yesterday we went over SSS, Connects the two topics and
so today we will explore gets the students thinking
another theorem. about another combination.
Show them how to make a Follows your Shows the students how to
random triangle on GeoGebra moves on create triangles on
following the steps listed for GeoGebra. GeoGebra, so they will be
them. able to make the following
triangles on their own.
Instruct the students to use the Works on the 5 The students explore the
GeoGebra steps listed and triangles on combination of side angle
make the 4 triangles on their their own using side to help them discover
own, then work with their GeoGebra. the requirement for the
partner to answer the theorem.
questions. Walks around the
room to monitor and answer
any questions as needed.
Talks with Provides time for the
partner to students to work together and
answer help each other. They will
questions discover that only one
triangle can be made when
side angle side is given, so
they will be congruent.

Partner Questions/Answers (~5 minutes)

Question Expected Answer Rational
Did the two of you Yes, they were all the same. They will see only one
come up with the same triangle can be created.
triangle?
From the given For all of them two sides and They will see what the
information, what do all the angle they create are requirements are for
of the triangles have in given. this theorem, what
common? information they need in
order to use it.
Do you think we can Yes, we were given two They have to decide if it
use SAS for triangle sides and the angle they is valid and explain why
congruency? Why? created. We were only able they believe so. If they
to make one triangle from dont think so, this gives
that given information. the teacher the
opportunity to explain to
them why it works.

Augustine))
Does the location of the Yes, it should be between They see that the
angle matter? If so, the two sides. location of the angle
where? matters.

If another triangle, Yes, because there will only They have to apply the
FGH, had the same be one triangle that can be theorem.
corresponding given created, so they will have to
information as ABC, be congruent. We are given
would they have to be two sides and the angle, and
congruent? Why or why since these parts of the two
not? triangles are congruent, the
triangles would be
congruent.

Discussion Questions (~10 minutes)

Teacher/Questions Students/Answers Rational
Why did everyone When you have two sides Gets them thinking about
make the same and an angle, you can only why they can only create
triangles? make one triangle one and that another
triangle with its
corresponding parts will
be congruent.
Where does the angle Between the two sides The students will see
have to be in the that it matters where the
triangle? angle is in order to use
this.
Can we have just one No because you can make The students will see
side and the angle? the remaining two sides that both sides are
Why? various lengths required
What is required for Two sides and the angle Summarizes the theorem
SAS to prove between the two sides are so that it is clear to
congruence? congruent to its everyone what the
corresponding parts on the requirements are for
second triangle. SAS.

Augustine))
Movement
Teacher Students Rational
Fill in the final box Helps fill in Summarizes the theorem for the students
with the students. the box. and puts all of the information in writing in
one spot.

Group Name: If two triangle have

SAS o Two pairs of corresponding

sides congruent
o The included angle is
congruent
then the triangles are congruent. * Label with
appropriate
congruent markings

Augustine))
 Name _______________________________ Date ____________________

GeoGebra Steps
1) Use Segment with Given Length tool for first side length
2) Use Angle with Given Size tool to create the angle
3) Use Ray tool to create a ray
4) Use Circle with Center and Radius tool for the second side length
5) Use Point tool to find the end point of the second side length
6) Finish the triangle.

Given: ABC, AB = 4, BC = 6, and m<B = 30

Use GeoGebra to create as many different triangles as you can with what is
given for ABC.

How many different triangles can you make?

Try the following also:

VFR
VF = 8
FR = 6
m<F = 48
VR = _____

JKL
JK = 6
KL = 3
m<K = 80
JL = _____

PQR
PQ = 10
QR = 7
m<Q = 60
PR = _____

EFG
EF = 2
FG= 6
m<F = 30
EG = _____

Augustine))
With your partner, compare your triangles. Answer the following.

Did the two of you come up with the same triangle?

From the given information, what do all of the triangles have in common?

Do you think we can use SAS for triangle congruency?

Does the location of the angle matter? If so, where?

If another triangle, FGH, had the same corresponding given information as

ABC, would they have to be congruent? Why or why not?

Group Name: If two triangle have

____ ____ ____ o ______ pairs of corresponding

_______ congruent
o The _____________ angle is
congruent
* Label with
then the triangles are congruent. appropriate
congruent markings

Augustine))
 Kuta Software - Infinite Geometry Name___________________________________

SSS and SAS Congruence Date________________ Period____

State if the two triangles are congruent. If they are, state how you know.

1) 2)

3) 4)

5) 6)

7) 8)

9) 10)

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 State what additional information is required in order to know that the triangles are congruent for the
reason given.

11) SAS 12) SAS

H M G
L

K I H

E
J I

13) SSS 14) SSS

D X R S Z

T Y X
Z Y

15) SAS 16) SSS

W E Y
X

V Z Y
U
G F W X

17) SAS 18) SAS

E F D B

G
S
Q

R T

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 Kuta Software - Infinite Geometry Name___________________________________

SSS and SAS Congruence Date________________ Period____

State if the two triangles are congruent. If they are, state how you know.

1) SAS 2) Not congruent

3) SAS 4) Not congruent

5) SSS 6) SSS

7) SSS 8) SAS

9) Not congruent 10) SAS

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 State what additional information is required in order to know that the triangles are congruent for the
reason given.

11) SAS IJ IE 12) SAS L H

H M G
L

K I H

E
J I

13) SSS YZ DX 14) SSS TR ZX

D X R S Z

T Y X
Z Y

15) SAS WU ZX 16) SSS GE WY

W E Y
X

V Z Y
U
G F W X

17) SAS EFG QFG 18) SAS ST SD

E F D B

G
S
Q

R T

Create your own worksheets like this one with Infinite Geometry. Free trial available at KutaSoftware.com

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