Math II: Exploring Triangle Similarity

Kevin Tohak and Andy Khounmeuang

Mathematics Learning Objectives

Students will be able to…
1. Prove that a triangle is similar using the AA (Angle-Angle), SAS (Side-Angle-Side), and
SSS (Side-Side-Side) criterion.
2. Use dynamic geometry tools to understand similarity.

Language Objectives:
Students will be able to...
1. Make ​conjectures​ on triangle similarity.
2. Compare/contrast ​the different types of theorems related to triangle similarity.
3. Understand key words​ such as similarity, scale factor, AA, SAS, and SSS.

Essential Question:
How can we effectively identify whether or not triangles are similar, through the usage of
geometrical software?

Common Core State Mathematics Standards:

● HSG.SRT.A.2: ​Given two figures, use the definition of similarity in terms of similarity
transformations to decide if they are similar; explain using similarity transformations the
meaning of similarity for triangles as the equality of all corresponding pairs of angles and
the proportionality of all corresponding pairs of sides.
● HSG.SRT.A.3: ​Use the properties of similarity transformations to establish the AA
criterion for two triangles to be similar.
● Mathematical Practice 3: Construct viable arguments and critique the reasoning of others
● Mathematical Practice 4: Model with Mathematics

Materials: ​Laptops w/ Internet access (Bring your own or provided by laptop cart), Google
Drive, Google Docs, Google Slides, GeoGebra, Geometer’s Sketchpad, Padlet, Calculators,
Projector

Notes to the reader:​ Students should already be familiar with...

1. Similarity (this lesson is an extension).
2. GeoGebra and Sketchpad.
3. Rotations, translations, and reflections.
4. Triangle Congruence.
 5. HSS.SRT.A.4: A line parallel to one side of a triangle divides the other two
proportionally (used in the PowerPoint discussion).
Detailed Plan for Instructional Time (90 minutes)
Time What is the teacher doing? (Be sure to
include questions the teacher will ask
and academic language supports and
details of technologies or
other materials used)
15 Minutes PowerPoint: ​The teacher is teaching using
the ​PowerPoint​. This should be a rapid
review of AA, SAS, and SSS (Slides 1-6).
Afterwards, the teacher should go to slide 7
and have students work on it individually
for about 3 minutes. The teacher will give
out the answer to the quick check and
answer ​questions. ​Finally, the teacher
should show slide 8, where a mathematical
discussion about the answer should occur
in small groups. Teacher questions are in
the PowerPoint.
A1: Yes, because two angles are similar,
the third one is automatically similar, thus
implying AAA similarity.
A2: No, that does not imply similarity. We
will understand why later in the course.
5 Minutes Introduce Task: ​The teacher will
introduce the “Exploring Triangle
Similarity Geogebra Task.” The teacher
should answer any introductory ​questions
that students might have about the task (i.e.
how many minutes they have, how the
work should be shown, etc…). The teacher
should split up the groups by “counting
off” to six, making six groups. Groups 1
and 2 will get AA, 3 and 4 will get SSS,
and 5 and 6 will get SAS.
10 Minutes GeoGebra Task: ​The teacher will walk
around the room and make sure that all of
What are students doing? If
they are interacting with a
technology tool or other
materials, please describe.
PowerPoint: ​The students should have
paper out to take notes. Students will
write down the answers to slide 7 on
their sheet of paper. They are able to
make corrections when the teacher
reveals the answer. When slide 8 gets
shown, the students should have a small
discussion with 2-3 students (depending
on how they are sitting).
Q1: Does AA similarity imply AAA
similarity?
Q2: *giggles* Does ASS imply
similarity? That’s another combination
we can do.
Introduce Task: ​The students should
be listening to the task being explained.
Students should split up into groups
based off of their number and go to their
designated spot with a laptop in hand to
go to GeoGebra with the worksheet.
GeoGebra Handout
GeoGebra Task: ​The students will
access the worksheet and then click on
 the students have their proper GeoGebra
file opened up. Once they all have it open,
the teacher will walk around the classroom
to make sure they’re on track. The
teacher’s goal throughout the activity is to
regulate it, make sure it is going smoothly
for all students, and answer any​ questions
that are presented.
A1: To preserve the triangle, the triangles
are locked. Students are able to zoom in
and out when needed.
A2: For this task, students are expected to
show their geogebra skills (using the angle
and length tools to find the angles and
length of the triangle).
Teacher Note​: This is a differentiated
version. The teacher may have put all the
triangles in one Geogebra document and
tell the students find the triangles that are
similar and to organize it by AA, SAS, and
SSS.
5 Minutes Discussions on GeoGebra Task: ​The
teacher will gather the attention of the class
and pull up each group’s worksheet on the
projector. Students will be instructed to
take out resources necessary to take notes.
It will go in order of AA → SSS → SAS.
The teacher will have one representative
from each group present their findings and
have them answe​r questions fro​m their
fellow classmates. This process will repeat
until all of the groups have presented. If the
students have any questions that their
classmates cannot answer, the teacher will
be prepared to answer them.
A1: Yes, order does matter when labeling a Answers to Teacher Questions:
triangle. Do you guys think STU is right?
UTS?
the link that corresponds with the proof
type they were assigned. They will then
read over the instructions given on the
worksheet and begin to fill out the table.
For each proof, they will look at the
GeoGebra file given and pick which
triangles are similar to one another.
They will do this by using the tools,
their calculators, and comparing the
triangles to one another. Once those are
identified, they will explain how the
proof is applied to the and i​ts
justification. If they have any questions,
they are free to raise their hand and ask
their teacher. Upon completion, they
will sit and wait until their classmates
are finished.
Q1: Why can’t I drag the triangles?
Q2: How do I know if the triangles are
similar? I only see the triangles and
nothing else!
Discussions on GeoGebra Task:​ The
class will pay attention to the teacher’s
instruction and take out the necessary
resources to take notes. The students
will either present their findings from
their task, or sit quietly and take notes
on what they’re learning. If they have
questions​ on what their classmates are
presenting, they will raise their hand
and ask.
Q1: In my group, we got DEF is similar
to STU, not UTS. Does the order
matter?
- We used the angle tool and
length tool to figure out if the
triangles were similar by (AA,
 Teacher Questions:
- How did you find similarity for
your triangle?
- How did you name your triangle? Is
it consistent with the original
triangle?
5 Minutes Introduce Task: ​The teacher will
introduce the next task, which will deal
with Geometer’s Sketchpad. This task will
construct formal definitions the students
have already learned in the PowerPoint.
Students are able to work on the task in
pairs (their choice). Since there is only 25
minutes permitted for the task, the main
goal for this task would be AA similarity,
then SSS and SAS if time permits.
25 Minutes GSP Task​: The teacher will walk around
the room to make sure that all of the
students are on Sketchpad and to make sure
they’re on task. The teacher’s goal
throughout the activity is to regulate it,
making sure it’s going smoothly for all
students (for example, making sure
students are using line instead of segment).
Student Questions; Answered
A1: Students should notice there are many
tools to draw a line (line, segment, ray,
etc…). They should pick the line one when
asked or segment when asked.
A2: Students may wish to add an angle
marker if they choose; however, it is
important to notice that clicking on the
angle marker and then clicking “mark as
angle” is ​different​ from clicking the three
points to make an angle then clicking
“mark as angle.” See A3 for further
explanation.
A3: Students should make sure that the
SAS, SSS)
- We named the similar triangles
to be consistent with the original
triangle. For example, if side
AB, the original triangle, was a
similar length to side DE, a
similar triangle, we said triangle
ABC is similar to DEF.
Introduce Task: ​The students should
be listening to the task being explained.
Students should pick a partner to do the
task with. Students should be using the
laptop from the cart ​(since GSP may
not be on their personal laptop). ​GSP
Task​.
GSP Task​: The students will access the
task and start working on it in pairs,
starting with AA. Students should pay
close attention to the instructions and
should not skim it, or else they will miss
something important.
Student Questions
Q1: Why is there a gap between my
lines? There’s no intersection, so I can’t
make a point of intersection..
Q2: When I click on the angle and
measure it, the angle is different from
the original triangle. Does this mean the
triangle is not similar?
Q3: When I try to rotate line DE, it
doesn’t rotate. Why is that?
Q4: Can I make a triangle with ​extra
“segments”​ for SSS and SAS?
 angle they are marker is the correct angle,
in the order of the triangle name. <CBA
(clicking C-B-A) is different from <ABC
(clicking A-B-C).

A4: While students are able to drag the

lines, they have to make sure to drag both
point E’s to make a triangle without “extra
segments.”

Teacher questions in this timeframe will be

geared towards student progress. For
example, teachers may ask students to ​drag
the second triangle and overlay it to the
first triangle to see the relationship between
the triangles.

15 Minutes Discussions on GSP Task: ​The teacher
will get the class attention and bring them
together as a whole group. The teacher
should go over what they have learned by
asking students what they have learned
(asking students to volunteer) or picking
students randomly (this may be through
observing students to see their
misconceptions and they can present their
misconceptions and how they fixed it).
Discussions on GSP Task: ​Students
should come back as a whole. Students
should volunteer to discuss their
findings for AA, SAS, SSS and to share
their conjectures/own definitions from
their work. Students volunteering
should give a “crash course” on how
they constructed AA similarity to the
class.

Questions to consider (reiterating from the

worksheet):
- What conjecture did you come up
with for AA? SAS? SSS?
- How is SAS and SSS different from
each other?

5-7 Minutes Exit Ticket:​ The teacher will give students Exit Ticket:​ The students will get a
a Padlet to work on, discussing what they Padlet from the teacher. Students should
(3-5 Minutes learned today. They are to work on this be working alone on this formative
finish up; put until class ends. Teacher should be asking assessment.
laptops away) students to look at other students’ work and
to see if there are any mistakes. The
teacher may address this as a class if there
is enough time or save it for the beginning
of the next period.
 Appendix
Materials:
● PowerPoint
● GeoGebra Task
○ AA
○ SSS
○ SAS
● GSP Task
○ GSP File for SAS and SSS
○ Source: ​Exploring Geometry with The Geometer’s Sketchpad, Key Curriculum
Press, 2012
● Padlet

Example Work/Key:
● GeoGebra Task
○ Sample Work for AA
○ Sample Work for SSS
○ Sample Work for SAS
● Sample Work for GSP Task
○ Sample GSP File for AA
● Sample Padlet