**Lesson
Plan**

**Teacher**: Kerri
Bernhardt**
Lesson
Topic: **Triangle Congruence using
ASA and AAS

**Grade
Level: **10^{th} grade**
Date
Taught:
**

** NCSCOS
Goal and Objective(s)**:
Mathematics-The student
will learn how to prove two triangles congruent using multiple
postulates and
theorems. (NCSCS 2.03 a) Computer-

*Prerequisite
Background Knowledge/Preassessment **(information
needed for students to
benefit from lesson):*

The
students must know the meaning of included for both
sides and angles. The students will need
to know what congruent means and properties that can be used to prove
triangles
are congruent.

** Materials/Resources/Technology:
**Protractors,
compasses, scissors, computer lab with
publisher and word or similar applications, textbook, paper and writing
utensil, projector

**Procedures ***(beginning,
middle, end – comprehensive step-by-step
explanation of teacher and student activities): *

The
lesson will begin with an investigation activity of the ASA postulate. The students will draw a triangle and label
it ABC. Next they will construct a
segment XY congruent to AB, angle X congruent to angle A, and angle Y
congruent
to angle B. Finally they will label the
other point on this triangle Z. The
students
will then cut out the triangles and investigate congruence. Next a conjecture will be made about these
two triangles and their similarities will be discussed.

There
will be a discussion of the differences between SAS and ASA (sides vs.
angles). The ASA postulate will be defined. Next a proof will be done using the ASA
postulate. The angles and sides of a
lacrosse goal will
be used to write a proof using ASA.

The
class will walk though the steps of a flow proof of the AAS theorem
using the
ASA postulate. Next the AAS theorem will
be defined. Next the class will write
two proofs using the AAS theorem.

Finally
the class will travel to the computer lab and use applications like
Publisher
and Word to draw diagrams and write explanations of SSS, SAS, ASA, and
AAS.

Higher Order
Thinking Question: Create an outline proof of the
Angle Side Angle postulate.

*Differentiation
**(What
will the teacher
do to meet the needs of the various learners in your class?):*

The
investigation activity helps the students visualize the ASA
postulate. The computer activity makes a
visual and explanation in the students own words of the different
theorems and
postulates used.

*Assessment**(How will the
teacher know students
learned?):*

The
computer activity will be collected and assessed to
determine students understanding.

**Remediation/Next Steps ***(What will the
teacher do for students
who did not meet expectations? Also, what will the students do for
follow-up/Homework*/*Enrichment*?):

Students
who did not meet expectations will be given another
assignment of problems and written explanations after a review of the
topics
covered. All students will be assigned a
number of homework problems to ensure their understanding.

**Reflection
**- *(Was
the lesson
successful? What should be
done differently regarding classroom management, instructional
presentation,
etc.?):
*

Kerri Bernhardt: Back