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AAS inquiry lesson

- Students will be able to prove angle angle side theorem
- Understand congruence and similarity using physical models, transparencies, or
geometry software in progress
- The accommodations listed in students I.E.Ps and 504s will be meet.
- Students could receive guided notes, extra homework time, a shorter homework
assignment to name a few accommodations.

Question and instructions

- What are the methods we can use to prove congruency?
o Expected answers
o Start with a known congruency and work backwards
But would this prove congruency ?
o Start with what we are trying to prove and move to something we already
know it true.
- Now lets find one more that we havent covered yet, What are the parts of
o Sides and Angles
- What are the combinations we have not worked with yet?
- You and your partner try to create a proof that will show these can be used as a
way to prove triangle congruency. You can use GeoGebra to create visuals for
your proof.
o If you get stuck now try and come up with a question that you can ask me
that would help you get unstuck
Dont just say you dont get it, write questions so I can know what
exactly your stuck on.
o During the next 10 minutes students will work together to try and create
- Now create a group of 4 by joining up with another group of two. Work for
another 10 15 minutes to create a proof.
- Now each group take two group members and send them to other groups to
share your ideas with other groups, try to focus on what your groups are doing
the same, and what they are doing differently, 5- 10 minutes
- Every return to your original groups of 4 and finish your proofs and be prepared
to share your ideas with the class.
- Have each group of four share their proofs and have the class correct any errors
they may have been made, each group should share their original ideas without
changing based on what they have seen.
- As a class discuss which combinations did groups use more, then as a class
write a theorem that would be used for that combination.
o Call on groups of four to share their proof and explain the process they
followed to create it.
o Have the groups comment and build of each others explanations.
Questions students might have for me
Where should I start?
- If you are trying to prove that something works, do you think it will be better to
start with something else and end with what you want to prove, Or should you
start with what your trying to prove and work to something to something we
already know is true?
- If we can go from an unknown and prove it leads to a know that would show it
Can I use other proofs?
- You can uses other proofs to get ideas, but I would not suggest creating your
shape based on another proof
What do I need to include?
- What is involed in our other proofs
o An image, statements and rational.
Can I use an angle bisector?
- Is that something we have seen or used before?
o It is, therefor you can use it.
Can I create a midpoint?
- Is that something we have seen or used before?
o It is, therefor you can use it.
Can I start with a square?
- You could uses a square as your start point, but you should start your proof with
what we are trying to prove.
- If students find the proof for themselves they will build a stronger connection to
that material and therefor have a better understanding.
- Having students create question to ask me when they get stuck will help student
think deeper, it will prevent students from sitting back and saying I dont get it.
- Going from groups of 2 to 4 and then switching up groups, allows students to
build their ideas off each other, also it lowers the chances of a student being able
to not contribute to the problem solving method compared to if they just started
working in larger groups.
- A classroom discussion to share proves and results will allow student to further
explain their proofs, and other groups can share their ideas of how to improve
each others proves. I think that developing classroom discussion help student
learn and teach each other.