SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Natalie Bukowski Grade 11

Subject: Geometry
Time Needed for Lesson 3 days Lesson Concept 4.3 SSS and SAS Congruence Postulate

PA STANDARD(S) (Write out standards):

G.1.3.1.1- Identify and/or use properties of congruent and similar polygons or solids;
G.1.3.1.2- Identify and/or use proportional relationships in similar figures;
G.1.3.2.1- Write, analyze, complete, or identify formal proofs

BIG IDEAS/ESSENTIAL QUESTIONS:

Which angle is relative to the SAS Congruence Postulate?
State the SSS Congruence Postulate?

ELIGIBLE CONTENT:
SAS Congruence Postulate
SSS Congruence Postulate

OBJECTIVE(S) (Be sure to include all four parts):

Students will use Geogebra to discover SAS and SSS triangle congruence.

MATERIALS:
Chalk board
Overhead Projector
Chrome Books
ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

Students take notes.
Students collect chrome books from the resource room.

BODY (Bulleted step by step/differentiation must be included)

Teacher explains/demonstrates notes.

Teacher gives instructions for geogebra activity.
Students investigate Geogebra and recognize key points about SSS and SAS triangle
congruence postulates.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
Students return chrome books.

ACCOMMODATIONS/MODIFICATIONS:

See special ed matrix

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

Informal assessment. Scan room for understanding.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

I really enjoyed this lesson. I think students were able to see SAS and SSS congruence postulate
visually through Geogebra. This was very beneficial to the students and helped them to understand the
postulates better. In my own geometry class, I would incorporate Geogebra more in my class so that students
are aware of how to use Geogebra. This activity was limited because there was not time to teach students how
to use all aspects of the Geogebra software.