Triangle+Congruency+II

Objective
Students will work in collaborative pairs to create a tri-fold brochure that presents their chosen Triangle Congruency learning task, earning at least 85% on the rubric assessment.

Standard
Georgia GPS Key Standard: MM1G3. Students will discover, prove, and apply properties of triangles, quadrilaterals, and other polygons. c. Understand and use congruence postulates and theorems for triangles (SSS, SAS, ASA, AAS, HL). Supporting Standard: MM1G2. Students will understand and use the language of mathematical argument and justification. a. Use conjecture, inductive reasoning, deductive reasoning, counterexamples, and indirect proof as appropriate. Process Standards: MM1P1. Students will solve problems (using appropriate technology). a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving. MM1P2. Students will reason and evaluate mathematical arguments. a. Recognize reasoning and proof as fundamental aspects of mathematics. b. Make and investigate mathematical conjectures. c. Develop and evaluate mathematical arguments and proofs. d. Select and use various types of reasoning and methods of proof. MM1P3. Students will communicate mathematically. a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely. MM1P4. Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics. MM1P5. Students will represent mathematics in multiple ways. a. Create and use representations to organize, record, and communicate mathematical ideas. b. Select, apply, and translate among mathematical representations to solve problems. c. Use representations to model and interpret physical, social, and mathematical phenomena.

Materials

 * Computer with DTP software installed (Publisher, Word, InDesign, eg; per collaborative pair)
 * Internet access (per computer)

Warm Up & Engagement
Take the class to the Chattahoochee River at the GA 400 overpass. Set up the problem I created a sample brochure for (see image at right). Let them sense the math in the brochure. //1 class period//

Lesson
Students will work in collaborative pairs, as established earlier in the year.
 * 1) Hand out a list of learning tasks (adapted from the GPS Math 1, Unit 3) the students may choose from. Give the class time to read and understand the problems.
 * 2) Hand out the rubric and explain the assignment. Students will have 2 class days to complete the brochure.
 * 3) Take students to the computer lab.
 * 4) Teacher to circulate among the students, providing tech and content assistance.

Assessment
Students will be graded on a group rubric for this project. I’ll be looking for the following:
 * That the team provided a KWL list
 * That the triangle congruence proof is correct
 * That the brochure includes photos and diagrams as appropriate
 * That the brochure cites all works used and uses no copyright restricted material
 * That the brochure contains narrative explaining their proof

Download a [|Word version of this lesson plan] Download a [|sample Publisher brochure] Return to the unit plan page