Presentation on theme: "Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4"— Presentation transcript:
1 Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4
2 To assess prior knowledge: have students make circle maps to define the following: ScaleneIsocelesEquilateralObtuseAcuteRightIsocelestriangle
3 Congruent TrianglesTeacher would have S’s create Circle map to define Congruent triangles. They could then compare the different maps made (gallery walk – by posting on back wall of room) and decide “what must be on every map” for it to define Congruent triangles.A sample map is included. (A Circle map for Similar triangles is also included at end – but intended for a later lesson)
4 A set of points having the DefineWays to ProveCongruentTrianglesIdenticalAASSSSCPCTCSASA set of points having thesame size and shapeSAS1:1 correspondenceof equalityAAA – similarbut NOT congruentNo SSAExamplesNon-Example
5 Practice with Correspondence The following multi-flow maps are for practice with identifying triangle parts and correspondenceAfter identifying relationships, (1/2: event - results) then students can pick out the items that cause congruence with rule – (1/2 : results/causes – event=congruence)
6 Then If If Then <AAS Congruence Sample multi-flow UW = WU <UTW = <UVW<UWT = <UWV = 90°<UTV = <UVT∆TUVSample multi-flow
7 Can use cards with figures printed on them for kids to sort. This is intended as a “working map” that kids will complete.
8 Another example of a working map with S’s filling in blanks for a variety of figures
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