geometry –triangles: g 5.a; g 5.1, g 5.b; g 5.4; g 6.1,2,3,4 to assess prior knowledge: have...

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Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4 • To assess prior knowledge: have students make circle maps to define the following: – Scalene – Isoceles – Right – Equilateral Isoceles triangle

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Page 1: Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4 To assess prior knowledge: have students make circle maps to define the following: –Scalene

Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4

• To assess prior knowledge: have students make circle maps to define the following:– Scalene– Isoceles– Right – Equilateral Isoceles

triangle

Page 2: Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4 To assess prior knowledge: have students make circle maps to define the following: –Scalene
Page 3: Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4 To assess prior knowledge: have students make circle maps to define the following: –Scalene

Congruent Triangles

Counter Example Examples

Define Ways to Prove

CPCTC

AASSSS

SASSAS

AAA – similar but NOT congruent

No SSA

A set of points having the same size and shape

1:1 correspondence of equality

Identical

Page 4: Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4 To assess prior knowledge: have students make circle maps to define the following: –Scalene

Similar Triangles

Counter Example Examples

Define Ways to Prove

CPCTCAAS

SSS

SASSAS

No SSA

A set of points having the same shape

1:1 correspondence of Proportionality of sides

AAA

Page 5: Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4 To assess prior knowledge: have students make circle maps to define the following: –Scalene

Ways to Prove Congruent Triangles

SSS SAS ASA

ItemItem Item

AAS

Item

<<Q = <S<P = <RPR = RP

3m = 3m30° = 30 °

Vertical Angles =

NM = OL<NMO = <MOL

MO = OM

JY = CXYB = CHJB = HX

Can use cards with figures printed on them for kids to sort.

Page 6: Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4 To assess prior knowledge: have students make circle maps to define the following: –Scalene

Congruent Triangles

CombinedFigures

Separated Triangles

Given

.Item<MLN = <LNO

LM = NO

Deductions

LN = NL

90° <PQR = <PQO

QR = OQPQ = PQ..

Congruency Statement

∆MLN = ∆ONLSAS

∆PQR = ∆PQOSAS

PT = RSQT = QS

<RQS = <PQTVertical <

SSAinconclusive

Can use as worksheet with S’s filling in blanks for a variety of figures

Page 7: Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4 To assess prior knowledge: have students make circle maps to define the following: –Scalene

UW = WU

<UTW = <UVW

<UWT = <UWV = 90°

<UTV = <UVT

∆TUV

If

Then

<AASCongruence

If

Then

Page 8: Geometry –Triangles: G 5.a; G 5.1, G 5.b; G 5.4; G 6.1,2,3,4 To assess prior knowledge: have students make circle maps to define the following: –Scalene

SAS

ASA

Corresponding sides

are proportion

al

Tilde alone

~

AA

Sizes can differ

Similar ∆

Double Bubble – comparison – similarities & differences

Congruent∆

Corresponding

sides =

Corresponding

angles =

AAS

SSS

Equal & Tilde