Congruent Polygons (10)

Geometry, Quarter 2, Unit 2.1

Geometry, Quarter 2, Unit 2.1 Congruent Polygons

Overview Number of instructional days: 10 (1 day = 45 minutes) Mathematical practices to be integrated Construct viable arguments and critique the reasoning of others. o Identify congruent polygons and justify reasoning. o Predict the effects of rigid motions on geometric figures. o Determine whether triangles are congruent using triangle congruence theorems. Attend to Precision o Use accurate and consistent notation when describing congruent polygons. Essential questions What conditions are required for two figures to be considered congruent? What is the relationship between rigid motion in congruence? How can you justify that two triangles are congruent?

Content to be learned Use a geometric description of rigid motions to transform figures and predict the effect of those motions. Use the definition of congruence in terms of rigid motion to determine if figures are congruent. Prove triangle congruence using the definition of congruence in terms of rigid motions. (using ASA, SSS, and SAS) Determine congruence of figures through transformations.

Warwick Public Schools, in collaboration with the Charles A. Dana Center at the University of Texas at Austin

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Congruent Polygons (10)

Geometry, Quarter 2, Unit 2.1

Written Curriculum Common Core State Standards for Mathematical Content

Geometry
Congruence G-CO

Understand congruence in terms of rigid motions [Build on rigid motions as a familiar starting point for development of concept of geometric proof] G-CO.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

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. G-CO.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

Common Core State Standards for Mathematical Practice 3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated
Warwick Public Schools, in collaboration with the Charles A. Dana Center at the University of Texas at Austin A-2

Geometry, Quarter 2, Unit 2.1

Congruent Polygons (10)

explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Clarifying the Standards Prior Learning In grade 2, students recognized, drew, and categorized shapes based on properties. In grade 6, students drew constructions in the coordinate plane. In grade 7, students learned about angle measures, protractors, and describing 2D figures. They reasoned about relationships among twodimensional figures using scale drawings and informal geometric constructions, and they gained familiarity with the relationships between angles formed by intersecting lines. They solved realworld and mathematical problems involving area, surface area, and volume of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms. In grade 8, students have learned about angles with the same measure, line segments, parallel lines, perpendicular lines, and properties of rotations, reflections, and translations. Students used ideas about distance and angles and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students showed that the sum of the angles in a triangle is the angle formed by a straight line and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. They applied the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Current Learning Students use the definition of congruence to determine if two figures are congruent and to show that two triangles are congruent, if and only if, corresponding sides and corresponding angles are congruent (CPCTC). This is done using ASA, SAS, AAS, SSS, and HL triangle congruence theorems. Students prove triangle congruence. Students use this knowledge in Units 2.2 and 3.3 in various problem-solving scenarios. Future Learning Algebra 2 students will solve problems using the unit circle. Pre-calculus students will use the knowledge gained in this unit in their studies of right triangle trigonometry. Understanding congruent triangles is essential as students obtain a conceptual understanding of the triangles and their relationships to the Cartesian coordinate plane. Students will use this knowledge in engineering, design, construction, art, and education fields. Additional Finding: A Research Companion to Principles and Standards for School Mathematics discusses the process by which new mathematics is established by a deductive format; in new mathematics problems are posed, conjectures are made, counterexamples offered, and conjectures revised (pp. 167-169). A Research Companion to Principles and Standards for School Mathematics also indicates that students have to explore the parts and attributes of shapes; the focus on attributes leads to the next logic-based theory (p. 152).
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