Our main activity today consisted of discovering the triangle congruence theorems and postulates. I used an activity (download below) where students had to construct 6 different triangles. Four of them can only form one triangle, two of them (AAA and SSA) don’t. I have students construct these in groups and then at the end I let them tape up their triangles on the board with all Triangle A’s together, Triangle B’s together, and so on. Students then do a gallery walk where they are asked to give what they notice about certain triangles. In the end, they see that SSS, SAS, ASA, and AAS gives us congruent triangles. One thing to note is that this take a long time. Even with groups of three and only six triangles, it took my class an hour to get them all done. Groups that finished early were asked to try to make different triangles with the same given information. But I think the time pays off in the end because the students can really see that AAA and SSA really don’t work and are pretty surprised that the others do.

We then practiced a lot of proofs and got into CPCTC before they took a quiz on it. The quizzes were ok…not great…but this quiz usually is. I leave a lot of feedback on what could help them in their proofs and usually this helps them a lot. Hopefully they actually look at my feedback. I usually get some comment like, “Well I knew we had to use CPCTC in the proof during class because we just talked about CPCTC but then in the quiz all I could think of was No Choice Theorem.” No Choice Theorem?! You mean the thing we literally did one example with and then never touched on again? Ok…I’m still searching for the best way to help students with proofs in such a small time frame. I feel like during the regular year when this unit spans weeks, it would be easier for students to build up to their reasonings.

Les étudiants pensent que les preuves sont trop difficiles, mais il n’est que le début!

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[…] (truth: some were probably thinking this is normal). So I remembered my old activity where students discovered the triangle congruence theorems and thought I could possibly make that activity work for […]

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[…] (truth: some were probably thinking this is normal). So I remembered my old activity where students discovered the triangle congruence theorems and thought I could possibly make that activity work for […]

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This is great. I think I’m going to use it tomorrow. Have you used it again? Did you make any changes?

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Yes I’ve used it since and it always works pretty well. Be prepared to teach how to use a protractor (and maybe a ruler depending on your students). Stress that the given condition have to be as precise as possible. And also be prepared for it to take more time than you thought, but for the outcome to be awesome. If you can leave the results up on your board for a few days you can reference it again and again while practicing. Good luck! Let me know how it goes!

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