Unit Plan Final

Triangle Congruency
Lisa Blakely, Kaleigh Brady, Casey Cooperman, Nick Donofry, Melinda Ross

Unit Introduction

Our unit consists of 8 days worth of lesson materials. Our unit is on triangle congruency and all the
theorems and postulates that students can use to prove that 2 triangles are congruent. This is important for
students to know especially in a geometry class because it is one of the first things having to do with writing
proofs in order to find out other geometric information. This is also important for students to learn this
material because when you get into a higher level math class, these come back and if the student already has
a base on the geometric proofs and triangles, those classes will be easier to understand when the material
gets more difficult. It is important for teachers to write out unit plans because it keeps the teacher on track on
what they should be teaching the students and creates a plan on how to go about teaching throughout a
longer period of time, not just day by day.

Pre-Assessment

1. Fill out the following chart for information about Congruent and Similar triangles:

2. True or False: These are congruent triangles:

3. True or False: These are congruent triangles:

Comment [L1]: 2. Student Development: the

teacher will pre-assess the students prior
knowledge to see what the student already knows.
Then the teacher can gather the levels of all her
students and can than provide opportunities that
support learning opportunities.

4. True or False: These are similar triangles:

5. True or False: These are similar triangles:

How would you rate your knowledge of congruent and similar triangles? (Circle your answer)

1 Least Knowledge
2 Little Knowledge
3 - Some Knowledge
4 - Average Knowledge
5 - Above Average Knowledge

Comment [L2]: 3 and 7: Diverse Learners and

Planning.
This can work for diverse learners because it will
give the teach understanding of how students differ
in this knowledge and from there they can create
instructional opportunities for each learner. In
addition, this can help the teacher plan instruction
based on the students prior knowledge.

Motivational Device for Unit

At the start of the unit, I think a good introduction of everything would be a word wall. They provide a
permanent model for high frequency words. They also help students see patterns and relationship in words,
thus building phonics and spelling skills. Another reason they are useful is because they are used as a
reference to the children during specific classroom activities. Finally, introducing the words to the students is
a good way to expose them to words that they will be using throughout the unit.
Some of the words that will be posted will include all the types of triangles (scalene, equilateral, and
isosceles). Others will include terms that will help with the proofs like specific properties, (reflexive and
transitive) and postulates (Alternate Interior Angles, ASA, SAS, SSS, and AAS/SAA).

Comment [L3]: 5: Motivation and management

This is a great way for a teacher to get an
understanding of an individuals motivation. This
will help create a positive learning environment.

Acquisition Lesson Plan Form

Plan for the Concept, Topic, or Skill--- Not for the Day!
Grade: 7th

Subject: Triangles: Triangles: Types of Triangles

Lesson Essential
Question:
When answered at the
end of the lesson, is it
what I want students to
be able to know,
understand or be able
to do?

Activating Strategy:
How will you activate
your lesson or link your
lesson to prior
knowledge?
Vocabulary and
Strategy: Vocabulary is
best learned if taught
with direct instruction
as a preview and then
re-taught in the
context of the lesson.

EQ: What are the three ways we can classify triangles by looking at the sides and
angles?

What do students need to learn to answer the EQ?

AP1: How does the three column graphic organizer help students with the
vocabulary for this lesson?
AP2: How does identifying triangles in different real world pictures and having
the students explain why it is under that classification, help them understand
the different types of triangles?
AP3: How does having the students measure each triangles side with a ruler
help them identify the triangle type?
The students will complete a bell ringer: In your own words, what is the
definition of a triangle? The students will have 2-3 minutes to answer the
question in their math journal.

The vocabulary will be taught through the use of a three column graphic
organizer in which the teacher will go over each triangle and its classifications to
assist in the learning of the vocabulary.

Teaching Strategy:
What instructional
strategies will you use
in your lesson? What
graphic organizer will I
use to organize how I
want students to think
about this content?
Consider assessment
prompts as regular
checks for
understanding in line
with the rules of APL
(10 and 2 or 3 Step
Max.)

Estimated # of Days: 1

Equilateral Triangle: All sides of the triangle have equal lengths and all
angles of the triangle have equal measurements.
Isosceles Triangle: Two of the sides of the triangle have the same length
and two of the angles of the triangle have the same measurement
Scalene Triangle: None of the sides of the triangle have equal lengths
and None of the angles of the triangle have the same measurement

Graphic Organizer: A three column graphic organizer in which the students fill in
to know the classification of triangles.
Instruction for AP1: The students will follow along with the three column
graphic organizer called Types of Triangles. The graphic organizer will direct
them in the different types of triangles and their classification. This will help
them understand the vocabulary for this unit.
AP1: How does the three column graphic organizer help students with the
vocabulary for this lesson?
The graphic organizer has three columns, the type of triangle, the side
classification, and the angle classification. The students will be instructed what
to fill in for the side classification and angle classification. We will also draw a
picture of an example of each triangle to show the properties.

Comment [L4]: 1: Content Pedagogy: All of the

lessons that are included in this unit plan shows that
the teacher understands the central concepts of the
unit, tools of inquiry and how to manage the
classroom.
Throughout this lesson plans it shows a great deal of
learning experiences that make the subject
meaningful to the student.

Instruction for AP2: The students will be split into different groups for a
cooperative group activity with different stations around the room. Each student
will be given a worksheet where they will write down and draw a picture of the
triangle they chose from the picture and also explain which type of triangle it is
and why. This will get the students in the habit of identifying triangles in the real
word and understanding the different classifications for each triangle.
Station 1: Bridge. Bridge foundation. Equilateral because all sides are the same
length and all the angles are the same measurement.
Station 2: Food. Toast. Scalene because all sides have different lengths and all
angles have different measurements.
Station 3: Kite. Green triangle. Isosceles because two sides have the same
lengths and two angles have the same measurements.
Station 4: Amusement Park. Blue triangle on top of carousel. Isosceles because
two sides have the same lengths and two angles have the same measurements.
AP2: How does identifying triangles in different real world pictures and having
the students explain why it is under that classification, help them understand
the different types of triangles? The pictures at each station help the students
see the different types of triangles in real world examples and having them
explain why the triangle is classified as that type helps them remember the
different side and angle classifications for each triangle type.
Instruction for AP3: The students will then be given a worksheet in which they
will do the first problem with guided instruction from the teacher. We will be
measuring the sides of the triangle using a ruler. The students will use their
graphic organizer to help them determine the classification of the triangle.
Equilateral Triangle (1.5 inches for each side length).

Extended Thinking
Strategy:
To be completed with
your most important
concepts. Not required
for each lesson and can
be an activity within an
EATS lesson.

AP3: How does having the students measure each triangles side with a ruler
help them identify the triangle type? The students will measure each side
length of the triangle. After measuring all three sides, the student can identify
which type of triangle it is based on the measurements.
During AP #2, students must use extended thinking to identify a triangle in the
picture and explain why it is under that classification.
The students will complete an answering about how they could use todays
lesson in their own life.

Comment [L5]: 9: Reflective practice: this shows

if the student grasped the knowledge and can apply
the information into real life situations. This will
help seek out if the student knows the information.

Summarizing:
How will students
summarize what they
are learning during the
lesson and at the end?

Students will use a graphic organizer to construct their knowledge of the

vocabulary learned in the lesson.
Students will be able to identify triangles in the real world pictures and explain
why they are under that classification.
The students will complete an exit sheet answering how they could use todays
lesson in their own life.
Students will complete the rest of the guided practice sheet Measuring
Triangles for homework.

Types of Triangles
Type of Triangle

Side Classification

Angle Classification

Equilateral
Triangle

All sides of the

triangle have equal
lengths

All angles of the

triangle have equal
measurements

Isosceles
Triangle

Two of the sides of Two of the angles of

the triangle have
the triangle have
the same length
the same
measurement

Scalene
Triangle

None of the sides of None of the angles

the triangle have of the triangle have
equal lengths
the same
measurement

Name
Directions: Each student must go to every station in the room and identify a
triangle in the real world picture and explain why it is identified as that type of
triangle. Students may use their three column graphic organizer as a guide during
this activity.

Station 1:
Identify where triangle is located in the picture: (ex. Roof of house)
Type of triangle:
Explanation of why it is that type of triangle:

Station 2:
Identify where triangle is located in the picture: (ex. Roof of house)
Type of triangle:
Explanation of why it is that type of triangle:

Comment [L6]: 4: Multiple instructional

strategies: this worksheet helps demonstrate to
students real life triangles in multiple settings. It will
encourage the student development of critical
thinking and problem solving skills.

Station 3:
Identify where triangle is located in the picture: (ex. Roof of house)
Type of triangle:
Explanation of why it is that type of triangle:

Station 4:
Identify where triangle is located in the picture: (ex. Roof of house)
Type of triangle:
Explanation of why it is that type of triangle:

Station 1:

Station 2:

Station 3:

Station 4:

Name:
Measuring Triangles
Directions: Using a ruler, measure each triangles side lengths and identify which type of
triangle it is.

1.

3.

2.

4.

5.

6.

Acquisition Lesson Plan Form

Plan for the Concept, Topic, or Skill--- Not for the Day
Grade: 7th

Subject: Similar Traingles

Estimated # of Days: 3

Lesson Essential
Question:

EQ: How does a geo-board and Frayer model show us how similar triangles correspond
to each other?

When answered at the end of the

lesson, is it what I want students to
be able to know, understand or be
able to do?

What do students need to learn to answer the EQ?

AP1: How does the use of a geo-board help us investigate similar triangles?
AP2: How does the Frayer model help students show concrete examples of a similar
triangle?
AP3: How does the type two writing piece help us know the difference between a
similar triangle and congruent triangle?

Activating Strategy:
How will you activate your lesson
or link your lesson to prior
knowledge?

The teacher will show the following video to engage the students about similar triangles
(up to 2:00):

http://www.youtube.com/watch?v=628eYW4O8hM
Vocabulary and Strategy:
Vocabulary is best learned if taught
with direct instruction as a preview
and then re-taught in the context
of the lesson.

Similar triangles: If two angles of a triangle have measures equal to the measures of
two angles of another triangle, then the triangles are similar.

Teaching Strategy:

Graphic Organizer: Anticipation guide, Frayer Model

What instructional strategies will

you use in your lesson? What
graphic organizer will I use to
organize how I want students to
think about this content? Consider
assessment prompts as regular
checks for understanding in line
with the rules of APL (10 and 2 or 3
Step Max.)

Instruction for AP1: The students will fill out the anticipation guide at the beginning of
the worksheet packet for this lesson. The teacher will give time for the student to
complete this at the beginning of class as the bell ringer. The teacher will then introduce
similar triangles. The students are then given geo-boards and complete a hands-on
activity for them to actually see similar triangles.

AP1: How does the use of a geo-board help us investigate similar triangles? The geoboard activity helps the students able to directly see and compare triangles. The similar
triangles are made and able to be distinguished by using the geo-boards and activity
worksheet to extend thinking.

Comment [L7]: 1: Content Pedagogy: All of the

lessons that are included in this unit plan shows that
the teacher understands the central concepts of the
unit, tools of inquiry and how to manage the
classroom.
Throughout this lesson plans it shows a great deal of
learning experiences that make the subject
meaningful to the student.

Instruction for AP2: The students will review the information given from the geo-board
activity. The students will then complete a Frayer model on their own to show the
teacher that they understand the concept of a Similar Triangle

AP2: How does the Frayer model help students show concrete examples of a similar
triangle? The Frayer model shows that the students use of the geo-boards and the
previous lesson on similar triangles is being comprehended. The teacher will check the
Frayer model for accuracy to make sure the students are retaining the information
about similar triangles and the examples of them.

Instruction for AP3: The students will be asked to create a TYPE 2 writing piece. The
presented questions will be: What is a congruent triangle? What is a similar triangle?
How are they alike? How are they different? What are some real life examples of
each? Each student will be required to provide a complete answer to each of the
above questions. The teacher will collect and check these papers for accuracy. The
teacher will then go over the Anticipation Guide to see if the students have learned
about the above concepts.

AP3: How does the type two writing piece help us know the difference between a
similar triangle and congruent triangle? The type two writing piece will be graded for
accuracy. This writing piece has the students connect congruent and similar triangles
and come up with real life examples of each. This shows the teacher whether or not the
students have comprehended the lesson about congruent and similar triangles.
Extended Thinking
Strategy:
To be completed with your most
important concepts. Not required
for each lesson and can be an
activity within an EATS lesson.

Summarizing:
How will students summarize what
they are learning during the lesson
and at the end?

The TYPE 2 writing piece. This writing piece has the students connect congruent and
similar triangles and come up with real life examples of each. This shows the teacher
whether or not the students have comprehended the lesson about congruent and
similar triangles.

Over the past few days we have learned about similar triangles using geoboards, Frayer
models, and other activities. We have also completed a writing piece comparing
congruent and similar triangles. In the next lessons, we will have some more hands-on
activities and be going over proofs!

Name: ________________________________________
Anticipation Guide
Before

After
Statement

Agree Disagree

Agree Disagree
In a triangle, I can calculate the length of the third side if I know
the length of the other two sides.
All triangles are similar.
All squares are similar.
When I enlarge a geometric shape, the number of degrees in
each angle will become larger.

Notes:

NAME:________________________________________________

GEOBOARD ACTIVITY
1. a) On your geoboard create a right-angled triangle with the two perpendicular sides having lengths 1 and 2
units.
b) Create two more triangles on your geoboard that are enlargements of the triangle created in a).
2. Draw the three triangles using different colors the grid and label the vertices, as indicated:

triangle one (label vertices ABC)

triangle two (label vertices DEF)
triangle three (label vertices GHJ)

3. a)
Determine the lengths of the hypotenuse of each of the triangles.
ABC

DEF

GHJ

Comment [L8]: 4: Multiple instructional

strategies: this worksheet helps demonstrate to
students a different way to learn about triangles
than the previous lesson. It will encourage the
student development of critical thinking and
problem solving skills.

b) Indicate the length of each side of each triangle on the diagram.

4. a) PlaceABC,DEF, andGHJ on the geoboard so that the one vertex of each triangle is on the same peg and
two of the sides are overlapping.

5. a) What do you notice about the corresponding angles ofABC,DEF, andGHJ?

b) Copy your model on the grid.

c) What do you notice about the corresponding sides ofABC,DEF, andGHJ?

Summary
I know the following about similar triangles:

6. Use the geoboards to explore whether the following triangles are similar.
a)

Explain your reasoning.

b)

Explain your reasoning.

c)

Explain your reasoning.

Name: ______________________________________

1. Which of the following four houses are similar? Explain why. Label the diagrams.

2. On the grid, draw a house that is similar to one of the figures. Complete the following statement:
The house I drew is similar to house #______. I know this because:

Definition:

Examples:

Characteristics:

Non-examples:

Acquisition Lesson Plan Form

Plan for the Concept, Topic, or Skill--- Not for the Day!
Grade: 7th

Subject: Triangles: Triangles: Congruent Triangles

Lesson Essential
Question:
When answered at the
end of the lesson, is it
what I want students to
be able to know,
understand or be able
to do?
Activating Strategy:
How will you activate
your lesson or link your
lesson to prior
knowledge?
Vocabulary and
Strategy: Vocabulary is
best learned if taught
with direct instruction
as a preview and then
re-taught in the
context of the lesson.

EQ: How can students determine that two triangles are congruent and be able to
provide a correct reason on why they are congruent based on their properties?
What do students need to learn to answer the EQ?
AP1: What are the properties of congruent triangles?
AP2: What symbols do you use to show the congruence of two or more
triangles?
AP3: Solve how to find if two triangles are congruent by their properties
The students will complete a bell ringer: Name all the types of triangles you can
and their definitions. They will have 3 minutes to complete this bell ringer than
they can converse with their partners.

The vocabulary will be taught through the use of a guided work sheet in which
the students follow along with the teacher and this worksheet will assist in the
learning of the vocabulary.

Congruence: Figures or shapes that have the same size, shape and
measure

Congruent Symbol:
Triangle: a three-sided polygon
Interior angles of a triangle: angles on the inside of triangles
Exterior angles of a triangle: when the sides of a triangles are extended,
the angles that are adjacent to the interior angles
Scalene triangle: a triangle with no two sides of equal length
Isosceles triangle: a triangle with two equal sides
Equilateral triangle: a triangle with three congruent sides

Teaching Strategy:
What instructional
strategies will you use
in your lesson? What
graphic organizer will I
use to organize how I
want students to think
about this content?
Consider assessment
prompts as regular
checks for
understanding in line
with the rules of APL

Estimated # of Days: 1

Graphic Organizer: A web organizer which the students will fill out to keep the
vocabulary terms, properties, and real life examples at hand
Instruction for AP1: The students will follow along with the guided notes titled
Congruent triangles. The notes will direct them in the proper use of the
vocabulary. Then the students will then be able to fill out the web organizer to
get a better sense of congruent triangles.
AP1: What are the properties of congruent triangles?
The guided notes will help explain different properties of types of triangles and
the properties of a congruent triangle. Also, the web organizer will help the
students visual see the properties of congruent triangles.

Comment [L9]: 1: Content Pedagogy: All of the

lessons that are included in this unit plan shows that
the teacher understands the central concepts of the
unit, tools of inquiry and how to manage the
classroom.
Throughout this lesson plans it shows a great deal of
learning experiences that make the subject
meaningful to the student.

(10 and 2 or 3 Step

Max.)

Instruction for AP2: The students will be shown the steps of how to set up sets
of congruent triangles using their knowledge about the vocabulary and the
properties of congruent triangles. They will have to set up two sets of congruent
triangles with a partner than one by themselves.
AP2: What symbols do you use to show the congruence of two or more
triangles? When the students have to set up their on sets of congruent
triangles they will be using the symbols and will be able to determine whether
sets of two or more triangles are congruent.
Instruction for AP3: The students will be given a worksheet that is label Name
which triangle is congruent which will help students visual see congruent
triangles. The first problem will be done as a class with guided instruction from
the teacher. The next two properties the students will do independently than be
able to share with their partners.
AP3: Solve how to find if two triangles are congruent by their properties
The worksheet will help determine if the students know if two triangles are
congruent or not.

Extended Thinking
Strategy:
To be completed with
your most important
concepts. Not required
for each lesson and can
be an activity within an
EATS lesson.
Summarizing:
How will students
summarize what they
are learning during the
lesson and at the end?

During AP #1, students must brainstorm characteristics and real life objects that
can be congruent in the web organizer.
The students will complete an answering about where they see congruent
triangles in todays world.

Students will use guided notes about the knowledge of the vocabulary learned in
the lesson.
Students will be able to fill out a web organizer about real life objects and
properties of congruent triangles.
The students will complete an exit sheet answering where they see congruent
triangles in the real world.
Students will complete the two sentences about congruent triangles for
homework if they did not finish it in class.

Name: ___________________________________

Date: ___________

Congruent Triangles
Vocabulary:
Congruence: Figures or shapes that have the same __________, _________and _____________.

Congruent Symbol: _____________

_______________: a three-sided polygon

Interior angles of a triangle: angles on the _____________ of triangles

Exterior angles of a triangle: when the sides of a triangle are ________________, the angles that are
____________ to the interior angles

_______________triangle: a triangle with no two sides of equal length

Isosceles triangle: a triangle with ________equal sides

Equilateral triangle: a triangle with ___________

___________________sides.

Comment [L10]: 4: Multiple instructional

strategies: this worksheet helps demonstrate to
students a different way to represent triangles. By
having the student plug in the word themselves,
helps jog their memory. It will encourage the
student development of critical thinking and
problem solving skills.

Name:________________________________________

Date:_____________

Congruent
Triangles

Write two sentences about congruent triangles. Use your graphic

organizer as a helper.

Comment [L11]: 4: Multiple instructional

strategies: this worksheet helps demonstrate to
students a different way to represent triangles. By
having the student plug in the word themselves,
helps jog their memory. It will encourage the
student development of critical thinking and
problem solving skills.

Name which set of triangles are congruent and which are not. Write on the line if the set of triangles are
congruent or not.

1.

_________________________

2.
________________________

3.

_________________________

Acquisition Lesson Plan Form

Plan for the Concept, Topic, or Skill--- Not for the Day!
Grade: 7th

Subject: Triangles: Triangles: Congruent & Similar Triangles

Lesson Essential
Question:
When answered at the
end of the lesson, is it
what I want students to
be able to know,
understand or be able
to do?

Activating Strategy:
How will you activate
your lesson or link your
lesson to prior
knowledge?
Vocabulary and
Strategy: Vocabulary is
best learned if taught
with direct instruction
as a preview and then
re-taught in the
context of the lesson.

EQ: How would students use similar triangles to find the height of a given object
that they would not be able to measure with a standard form of measurement
(ruler)?
What do students need to learn to answer the EQ?
AP1: How does the foldable help you remember the vocabulary terms for this
lesson?
AP2: How do you set up a problem to allow you to find the height of an object
without using a standard means of measurement?
AP3: Solve how to find the height of a flag pole on a sunny day using similar
triangles and their proportions
The students will complete a bell ringer: Compare and contrast Similar and
Congruent Triangles using a Frayer Model. Each group will be assigned to do
either the congruent triangle or the similar triangle.

The vocabulary will be taught through the use of a foldable in which the
students construct their own foldable to assist in the learning of the vocabulary.

Teaching Strategy:
What instructional
strategies will you use
in your lesson? What
graphic organizer will I
use to organize how I
want students to think
about this content?
Consider assessment
prompts as regular
checks for
understanding in line
with the rules of APL
(10 and 2 or 3 Step
Max.)

Estimated # of Days: 1

Right Triangle: A triangle that consists of a 90* angle

Pythagorean Theorem: A right triangle in which one side squared plus
the other side squared is equal to the hypotenuse squared
Hypotenuse: The longest leg of a right triangle
Ratio: A comparison of two quantities by division. Example: 12 to 25,
12:25, 12/25
Proportion: An equation that states that two ratios are equivalent

Graphic Organizer: A foldable in which is student created to keep the vocabulary

terms at hand.
Instruction for AP1: The students will follow along with the power point titled
Similarity of Triangles. The power point will direct them in the proper use of
the vocabulary. Before the teacher goes on to begin the lesson the students will
make a foldable in the shape of a right triangle to teach them the vocabulary.
AP1: How does the foldable help you as the student remember the vocabulary
for this lesson? The foldable is in the shape of a triangle. You can see the
hypotenuse that is along the longest leg of the triangle and can visualize where
it actually is.
Instruction for AP2: The students will be shown the steps of how to set up a
proportion with using two examples each showing where you find the height of
a leg and another where you find the length of a leg. The students will be asked

Comment [L12]: 1: Content Pedagogy: All of the

lessons that are included in this unit plan shows that
the teacher understands the central concepts of the
unit, tools of inquiry and how to manage the
classroom.
Throughout this lesson plans it shows a great deal of
learning experiences that make the subject
meaningful to the student.

to name objects that they are unable to measure with a ruler. (A tall building, a
telephone pole, a flag pole) The students will then be given examples of how to
set up ratios into proportions.
Example 1: Both the person and the snowman form right angles with the
ground, and their shadows are cast at the same angle. This means we can form
two similar right triangles and use proportions to find the missing height. Use
similar triangles above to find the height of the snowman. The snowman was
114 feet tall.
Example 2: A lighthouse casts a shadow that is 36m long when a meterstick casts
a shadow that is 3m long. How tall is the lighthouse? The lighthouse is 12m tall.
AP2: How do you set up a problem to allow you to find the height of an object
without using a standard means of measurement? You use the ratio of the
smaller triangle in relation to the bigger triangle to find the one missing leg of
the larger triangle. Then you set them to be equal and then you get the height
of the larger triangle.
Instruction for AP3: The students will then be given a worksheet in which they
do the first problem with guided instruction from the teacher. We will be finding
he height of a flagpole on a sunny day. The students will use the similar triangles
to find the height of the flagpole. The height of the flagpole is 15ft.
AP3: Solve how to find the height of a flagpole on a sunny day using similar
triangles and their proportions.
Extended Thinking
Strategy:
To be completed with
your most important
concepts. Not required
for each lesson and can
be an activity within an
EATS lesson.
Summarizing:
How will students
summarize what they
are learning during the
lesson and at the end?

During AP #2, students must brainstorm objects that they cannot measure with
a ruler and validate their responses with proof.
The students will complete an answering about how they could use todays
lesson in their own life.

Students will use a foldable to construct their knowledge of the vocabulary

learned in the lesson.
Students will be able to name objects that they cannot measure with a ruler.
The students will complete an exit sheet answering how they could use todays
lesson in their own life.
Students will complete the rest of the activity sheet Similar Triangles for
homework.

Similar Triangle Worksheet

1. John is 5 feet tall. He casts a shadow that is 10 feet long. The flag pole cast a shadow that is 30
feet long. How tall is the flag pole?

2. Assuming the two triangles are similar, find the tower's height from the given measurements
below.

Comment [L13]: 4: Multiple instructional

strategies: this worksheet helps demonstrate to
students a different way to represent triangles. By
having the students working out the problems
themselves will help jog their memory. It will
encourage the student development of critical
thinking and problem solving skills.

3. Tonya is 1.3 meters tall. She stands 7 meters in front of a tree and casts a shadow 1.8 meters
long. How tall is the tree?

4. The person is 10 feet tall. He casts a shadow of 5 feet. The Eiffel Tower casts a shadow of 550
feet. How tall is the Eiffel Tower?

The triangles will

have the same
shape and size

- Same
Shape
- Same Size
Congruent Triangles

Triangles are similar

if they have the same
shape, but can be
different sizes

-Same Shape
-Different Sizes
Similar Triangles

Acquisition Lesson Plan Form

Plan for the Concept, Topic, or Skill--- Not for the Day!
Grade: 9

Subject: Geometry

Lesson Essential
Question:
When answered at the end of the
lesson, is it what I want students to
be able to know, understand or be
able to do?

Activating Strategy:
How will you activate your lesson
or link your lesson to prior
knowledge?

Vocabulary and Strategy:

Vocabulary is best learned if taught
with direct instruction as a preview
and then re-taught in the context
of the lesson.

Estimated # of Days: 1-2

EQ: How can geometric theories and postulates be used to prove 2 triangles are
congruent?
What do students need to learn to answer the EQ?
AP1: What are the properties of a triangle? Vocabulary
AP2: What are the theories associated with angles and lines? - Vocabulary
AP3: How can you use the angle properties and the Angle Side Angle postulate to
determine if 2 triangles are congruent?
Bell Ringer Activity
Have students answer this question Can you name any properties of triangles?
Have students share their answers with their partners and then with the class
Reflexive Property, Transitive Property, Right Angles, Vertical Angles, Triangle Sum,
Base Angle Theorem, Alternate Interior Angles, Angle Side Angle postulate, 2 sided
proof,

Teaching Strategy:

Graphic Organizer: Vocab Word, Definition, Picture worksheet

What instructional strategies will

you use in your lesson? What
graphic organizer will I use to
organize how I want students to
think about this content? Consider
assessment prompts as regular
checks for understanding in line
with the rules of APL (10 and 2 or 3
Step Max.)

Bell Ringer
AP1: What are the Properties of Triangles? - Direct Instruction
Vocab Word, Definition, Picture Graphic Organizer for Vocabulary words dealing with
properties of triangles. Use this as an introduction to theories associated with angles
and lines.
AP2: What are the theories associated with angles and lines? Direct Instruction
Use the same Graphic Organizer to go over Vocabulary words associated with the
different theories of angles and lines.
AP3: How can you use the angle properties and theories to prove the Angle-Side-Angle
postulate is true? Group work
Break students up into their groups and give them different problems with 2 triangles to
prove the A-S-A Postulate. Go over with the entire class.

Extended Thinking
Strategy:
To be completed with your most
important concepts. Not required
for each lesson and can be an
activity within an EATS lesson.

Do you think any other 3 combinations of angles or sides can be used to prove that 2
triangles are congruent?

Comment [L14]: 1: Content Pedagogy: All of the

lessons that are included in this unit plan shows that
the teacher understands the central concepts of the
unit, tools of inquiry and how to manage the
classroom.
Throughout this lesson plans it shows a great deal of
learning experiences that make the subject
meaningful to the student.

Summarizing:
How will students summarize what
they are learning during the lesson
and at the end?

Put the students on the clock at the end of the class to write down 3 things that they
learned during the lesson, 2 things they still have questions about, and 1 thing they
found interesting. This will help see what the students are still struggling with. Turn in
for a ticket out the door.

Vocabulary*Word

2"Sided"Geometric"
Proof

Definition
A"table"that"has"statements"on"one"side,"
and"reasons"on"the"other."This"is"used"to"
help"prove"different"geometric"theorems"
and"properties."

Right"Angle

an"angle"of"90,"as"in"a"corner"of"a"
square"or"at"the"intersection"of"two"
perpendicular"straight"lines."All"right"
angles"are"congruent.

Base"Angle"Theorem

If"two"sides"of"a"triangle"are"
congruent,"the"angles"opposite"these"
sides"are"congruent."Also,"If"two"
angles"of"a"triangle"are"congruent,"
the"sides"opposite"these"angles"are"
congruent.

Triangle"Sum

The"sum"of"the"interior"angles"of"a"
triangle"is"180.

Picture

Reflexive Property

A quantity is congruent (equal) to

itself. a = a

Transitive Property

if whenever an element a is related

to an element b, and b is in turn
If a = b and b = c, then a = c.
related to an element c, then a is also
related to c

Vertical Angles

Vertical Angles are the angles

opposite each other when two lines
cross. Vertical angles are congruent.

Alternate Interior
Angles

When two parallel lines are crossed by

another line (which is called the
Transversal), the pairs of angles on
opposite sides of the transversal but inside
the two lines are called Alternate Interior
Angles. Alternate Interior Angles are
Congruent

Angle-Side-Angle
Postulate

If two angles and the included side of

one triangle are congruent to the
corresponding parts of another
triangle, the triangles are congruent.

Worksheet

In your own words, or by proof, prove that the 2 triangles are congruent.

1.
Given, Lines BC and AD are parallel and Lines DC and AB are also parallel.
B

D
2.
Given, C is the Mid-point of line BE, Lines BA and DE are parallel.
B

D
A

Acquisition Lesson Plan Form

Plan for the Concept, Topic, or Skill--- Not for the Day!
Grade: 7th

Lesson Essential
Question:
When answered at the
end of the lesson, is it
what I want students to
be able to know,
understand or be able to
do?

Activating Strategy:
How will you activate
your lesson or link your
lesson to prior
knowledge?

Estimated # of Days: 2

EQ: What facts need to be verified in order to establish that two figures are congruent?
What do students need to learn to answer the EQ?
AP1: What does ASA, SAS, SSS, AAS mean and how show corresponding parts of the
triangles?
AP2: Explain why known congruence of some combinations of corresponding parts of
triangles (ASA,SAS,SSS,AAS) establish triangle congruence
AP3: Explain why known congruence of some combinations of corresponding parts of
triangles (SSA and AAA) will not establish triangle congruence

Vocabulary and Strategy:

Vocabulary is best
learned if taught with
direct instruction as a
preview and then retaught in the context of
the lesson.
Teaching Strategy:
What instructional
strategies will you use in

Subject: Triangle Congruency

Create enough pairs of congruent triangles so that each student in your class
has one triangle. For example, if you have 30 students, draw 15 pairs of
congruent triangles. If you have 31 students create 16 pairs of congruent
triangles. Each pair should be unique. (Set of triangles attached)
Cut the triangles out.
Give each student a triangle cut out as he/she enters the class. If you have an
odd number of students, you should keep one of the triangles for yourself.
Instruct students to find the other person in the class that has a triangle that is
congruent to their triangle. Students with congruent triangles should stand
next to one another.
Once each student has found his/her partner, instruct them to label the vertices
of their two triangles using different letters for each triangle.
Ask students to write a congruence statement that pairs the corresponding
angles and sides correctly VABC VXYZ

Ask a few pairs of students to read their congruence statement and explain how
they knew how to order the letters in their statement and how they determined
who had a triangle that was congruent to their triangle.

Ask students to create a Frayer model for congruent triangles. See attached
template.
Ask students to share their Frayer models with a shoulder partner. Then ask
each pair to share with another pair.
Ask several groups of four to share with the class commonalities between the
different sections of their Frayer models.

Graphic Organizer:
Frayer Model

Comment [L15]: 1: Content Pedagogy: All of the

lessons that are included in this unit plan shows that
the teacher understands the central concepts of the
unit, tools of inquiry and how to manage the
classroom.
Throughout this lesson plans it shows a great deal of
learning experiences that make the subject
meaningful to the student.

your lesson? What

graphic organizer will I
use to organize how I
want students to think
about this content?
Consider assessment
prompts as regular
checks for understanding
in line with the rules of
APL (10 and 2 or 3 Step
Max.)

AP1: What does ASA, SAS, SSS, AAS mean and how show corresponding parts of the
triangles?
Four Corners Activity:

Place signs in each corners of the room labeled (signs attached)

o SAS,
o ASA
o SSS
o AAS/SAA
On index cards draw pairs of congruent triangles; include a few pairs with
markings that do not establish triangle congruence. Each pair of triangles
should display markings which would allow a student to conclude that the
triangles are congruent by using the newly discovered congruence short cuts.
Give each student an index card with triangle congruency markings.
Ask students to get up a find a partner.
Each pair of students should look at their partners card and identify the
congruency short cut that could be used to establish that their partners pair of
triangles is congruent. (Play music while the students are finding partners.)
After the students in each pair have identified their partners congruency short
cut, they should exchange cards.
Repeat this process two or three more times.
After the last exchange, tell students to move to the corner which displays the
letters which represent the congruency shortcut that they could use to
establish that the pair of triangles on their card are congruent.
Students in each corner should compare cards and discuss why they are all in
the correct corner.
Some students are holding cards with markings that will not match any of the posted
signs- a discussion of why this is the case will allow you to address the second outcome
for this lesson.
AP2: Explain why known congruence of some combinations of corresponding parts of
triangles (ASA,SAS,SSS,AAS) establish triangle congruence.
AP3: Explain why known congruence of some combinations of corresponding parts of
triangles (SSA and AAA) will not establish triangle congruence

Divide the class into groups of 2 4 students.

Each group has a whiteboard, a marker, an eraser, a ruler and a protractor.
Place a cut out of a triangle in a container where it is hidden from student view.
Refer to this triangle as triangle ABC
Tell students that their challenge is to draw a triangle that is congruent to
hidden triangle ABC, explain that the students in each group can only ask one
question about the triangle during each round.
Move from group to group answering only one question at a time. The students
might ask What is the measure of angle A? Privately respond to each groups
question.
Students should make note of both the question and the answer. As
appropriate, the students should begin to draw a triangle that they believe is
congruent to the hidden triangle.
Groups continue to ask questions and continue to attempt to draw a triangle
congruent to the hidden triangle.

Student groups quickly learn to ask informative questions to obtain the

necessary information
Recognize the success of the groups that correctly duplicate the triangle.
As time allows, rounds would continue with different triangles with the
following guided questions:
- What are useful questions about the triangle that help us to construct it?
- What is the minimum number of questions needed to attain the
congruence?
- Which combinations of angles and sides will establish triangle congruence?
Which combinations of angles and sides will not establish triangle
congruence?
As a summary ask students to record the different ways to establish that two
triangles are congruent.

Extended Thinking
Strategy:
To be completed with
your most important
concepts. Not required
for each lesson and can
be an activity within an
EATS lesson.
Summarizing:
Exit Ticket
How will students
See attached activity
summarize what they are
learning during the lesson Student response to the questions on the Exit Ticket will provide formative assessment.
and at the end?

Comment [L16]: 4: Multiple instructional

strategies: this worksheet helps demonstrate to
students a different way to represent triangles. By
having the student plug in the word themselves,
helps jog their memory. It will encourage the
student development of critical thinking and
problem solving skills.

Triangles for Motivation Activity

Exit Ticket
1. Draw a pair of congruent triangles and place markings on the triangles in
such a way that would allow you to establish that the triangles were
congruent by SSS.

2. Draw a pair of congruent triangles and place markings on the triangles in

such a way that would allow you to establish that the triangles were
congruent by SAS.

3. Draw a pair of congruent triangles and place markings on the triangles in

such a way that would allow you to establish that the triangles were
congruent by AAS.

4. Draw a pair of congruent triangles and place markings on the triangles in

such a way that would allow you to establish that the triangles were
congruent by ASA.

5. Draw a pair of congruent triangles and place markings on the triangles in

such a way that would NOT allow you to establish that the triangles were
congruent .

Summative Assessment
Name: __________________________________________

Date: __________

1.

If it is a _________, then it has three angles.

2.

If it is a triangle, then it also has ___ sides.

3.

If it is an equilateral triangle, then it has ___ sides that are the same length.

4.

If it is an isosceles triangle, then it has ___ sides that are the same length.

5.

If it is a scalene triangle, then it has ___ sides that are the same length.

6.

What types of triangles are the two triangles below and explain how they are
different. Refer to the triangles with the letter above each triangle.
A

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Comment [L17]: 8: Assessment: this shows that

the teacher understands and uses formal
assessment strategies to evaluate her students.

7.

Name how congruent and similar triangles are different and draw two sets of each
type of triangle in the boxes below. Use symbols to show the difference and there
are lines below for your explanation.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

8.

Word Problem: A lighthouse casts a shadow that is 45m long when a meter stick
casts a shadow that is 5m long. How tall in the lighthouse? Draw a picture to show
how you got your answer and show your proportion on the lines below

_____________________________________________________________________
_____________________________________________________________________

9.

Explain what a 2 Sided Geometric proof is:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

10.

Given this diagram, prove that the 2 triangles are congruent. Given: C is the Midpoint of AF, Lines AB and EF are parallel.
A

C
B
F

Draw a proof chart below and explain your reasoning

11.

Explain was SAS, SSS, ASA, SSS, and AAS mean when proving triangles are congruent.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

12.

Draw a pair of congruent triangles and place markings on the triangles in such a way
that would allow you to establish that the triangles were congruent by SAS and a set
of triangles by showing they are congruent by SSS