Triangle Congruence Proofs Intro. (ActivInspire flipchart, activity, handout)

Triangle Congruence Proofs Intro. (ActivInspire flipchart, activity, handout)
Triangle Congruence Proofs Intro. (ActivInspire flipchart, activity, handout)
Triangle Congruence Proofs Intro. (ActivInspire flipchart, activity, handout)
Triangle Congruence Proofs Intro. (ActivInspire flipchart, activity, handout)
Triangle Congruence Proofs Intro. (ActivInspire flipchart, activity, handout)
Triangle Congruence Proofs Intro. (ActivInspire flipchart, activity, handout)
Triangle Congruence Proofs Intro. (ActivInspire flipchart, activity, handout)
Triangle Congruence Proofs Intro. (ActivInspire flipchart, activity, handout)
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Included: Flipchart, Sentence strips to cut and sort, Notes handout

This is the lesson I used to introduce the idea of Triangle Congruence Proofs. I used this for classes with on-level students and special education students as well as my self-contained ESOL geometry students. It is low-level, but worked well as a simple introduction. Because of my level of students I am very cautious about the language I use and how I present it. Whenever possible I simplify and use visuals opposed to wordy definitions.

My main approach to triangle congruence proofs is "telling a story."

I started with showing them a story about a girl that was all jumbled and out of order. They were given the sentence strips to sort and put in order. I then asked questions about the story in which they had to explain/justify why the girl was able to do certain things.

I then gave them a simple story about two triangles that had matching parts. Again, the story was jumbled and they had to put it in order. I asked why from the story the triangles were congruent. The conclusion was SAS.

So then I was off!
I told them they were detectives in geometry and they just wrote their first geometry proof, but didn't know it! We had a small class discussion about what the word proof means in both English and Spanish.

I always tell my students that we are just telling a story: "There once was two triangles.... and they were congruent. But we need the evidence for our story!" Our stories then can look like paragraphs (which I do not emphasize), two-columns, or flowcharts. No matter how the story is written it needs the evidence about your triangles!
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Teaching Duration
45 minutes
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