Dakota State University

College of Education
Name: Jacob Tvedt
Grade Level: 8th Grade
School: Chester Area Middle School
Date: Thursday February 14, 2018
Time: 10:11 – 11:01

Reflection from prior lesson:

 Students are working with the word “congruent.” In the previous lesson, students
identified the properties of triangles. Students were given two triangles and they had to
determine if they were congruent by their side lengths and angles measure. Once they
determined if they were congruent or not, they then had to describe the transformation in
went through.

Lesson Goal(s) / Standards:

 8.G.A.1 – Verify experimentally the properties of rotations, reflections, and translations
 8.G.A.2 – Understand that a two-dimensional figure is congruent to another if the second
can be obtained from the first by a sequence of rotations, reflections, and translations;
given two congruent figures, describe a sequence that exhibits the congruence between
them.

Lesson Objectives:
 After the lesson, student will be able to determine the least amount of angles and sides
when comparing two congruent triangles.
 I can determine if two triangles are congruent by knowing side and angle lengths.

Materials Needed:
 TV/Projector
 Paper
 Pencil

Contextual Factors/ Learner Characteristics:

The Chester Area middle school has three grades, 6th, 7th, and 8th. Each grade is split into two
classes. The sixth-grade class has ten students in the first class, eight girls and two boys; the
second class has eleven students, six girls and five boys. The seventh-grade class has eleven
students, six girls and five boys; the second class has thirteen students, six girls and seven boys.
The eighth-grade class has fourteen students, seven girls and seven boys; the second class has
eighteen students, ten girls and eight boys. All middle school students are Caucasian. The seating
arrangement is in tables, and most tables have just one student. Rules in the classroom are
intended to make it a safe environment. The main one in the classroom is be respectful, if
someone makes a mistake, it is okay. The overlaying rules of the school go to the classroom.
These rules or expectations are called the Flyer 5. They include: Be Respectful, Be Enthusiastic,
Be A Worker, Be Kind, and Expect Excellence. Middle school students are responsible for
bringing their homework to and from home, and getting their homework done in time. Students
also have their own school Chromebook. If a student does not get homework done, they have
homework lunch, or they may come in during the last hour of the day. The range for math in the
class is 1st grade through 5th grade. There is a total of nineteen students on IEPs in the middle
school and one student on a 504 plan. There is an aid for each class except for one eighth grade
split class.

A. The Lesson
1. Introduction (10 minutes)
 I have notes for you today and please open your books to page 35.
 I am going to pass around angle rulers for everyone.
 Yesterday we looked at congruent and noncongruent triangles. Determining if they were
congruent, common vertices, and the transformation they go through.
 We will first start with a focus question: Do you need to move one triangle onto the other
to determine whether two triangles are congruent? Not necessary, if all angles/sides are
congruent then the 2 triangles are congruent.
 Today we will be looking at triangles to see if they are congruent, but we are going to see
if you need to measure all of the angles and sides to see if they are congruent or not.
2. Content Delivery (35 minutes)
 *Lesson will be based off behaviorism. I will be giving a lesson and students will be
taking notes. It will be more of a teacher-centered approach.
 *May not get through the whole lesson
 There are three different congruency criteria to determine if two triangles are congruent
or not.
o We have Side, Side, Side – all three side are congruent
o We have Angle, Angle, Side – two angles and an adjacent side are congruent
o Last, we have Side, Side, Angle – two sides and an angle are congruent.
 Problem 2.3 includes 5 parts, A-E. In Questions A-C, we are given conditions. We have
to give an argument to support our answer. If the conditions are not enough to determine
two triangles are congruent, give a counterexample.
 A. Can you be sure that two triangles are congruent if you know only
o 1. One pair of congruent corresponding sides? No – one corresponding side is not
enough information
o 2. One pair of congruent corresponding angles? No – one angle is not enough
information
 B. “”
 o 1. Two pairs of congruent corresponding sides? No – two sides are not enough
information
o 2. Two pairs of congruent corresponding angles? No – two angles are not enough
information
o 3. One pair of congruent corresponding sides and one pair of congruent
corresponding angles? No – one side and one angle is not enough information
 C. “”
o 1. Two pairs of congruent corresponding angles and one pair of congruent
corresponding sides as shown? Use your understanding of transformations to
justify your answer. Yes – angle, side, angle
o 2. Tow pairs of congruent corresponding sides and one pair of congruent
corresponding angles as shown? Use your understanding of transformations to
justify your answer. Yes – side, angle, side
 D. “”
o 1. Amy flips triangle GHI as shown. She says you can translate the triangle so that
H-Kk and G-J. so all the measures in triangle GHI match measures in triangle
JKL. Do you agree with Amy’s reasoning? Explain. Amy do not have a complete
explanation. She does not explain all congruent options.
o 2. Becky thinks Amy should also explain why the translation matches sides and
angles. She says that if you translate triangle GHI so that G-J, there will be two
parallelograms in the figure. There parallelograms show her which corresponding
angles and sides are congruent. What parallelograms does she see? How do these
parallelograms help identify congruent corresponding sides and angles? Yes,
opposite sides of a parallelogram are equal. Opposite sides of a parallelogram
are congruent. Opposite angles are congruent.
 E. “”
o 1. Can you be sure that two triangles are congruent if you know three pairs of
congruent corresponding angles? Explain. Angle, angle, angle is not enough
information, triangles could have different side lengths
o 2. Are there any other combinations of three congruent corresponding parts that
will guarantee two triangles are congruent? Make sketches to justify your answer.
Side, side, side is enough information, forces all angles to be congruent.
o 3. Suppose two triangles appear to be not congruent. What is the minimum
number of measures you should check to show they are not congruent? Side, side,
side – measure 3 sides. Side, angle, side – 2 sides; 1 angle. Angle, side, angle – 2
angles; 1 side.

3. Closure (5 minutes)
 Are there any questions on what we have done so far today?
 We will continue the lesson tomorrow.
B. Assessments Used
 Informal assessment – I will check student understanding based off of discussion during
class.

C. Differentiated Instruction
 Below average students – teacher will walk around during the lesson while we go
through different triangles, making sure they understand the lesson. There will be an aid
in the classroom for assistance.
 Average students – students will be asked to discuss in class and look at different
triangles.
 Above average students – students should discuss and participate in class when called
on. May be asked to work with partners.
D. Resources
 Pearson Connected Mathematics