## Reflection: Student Ownership SAS-sy Triangles - Section 5: Practice/Homework and Exit Ticket

While checking the practice/homework assignment, I was excited to notice that many of my students were using shading techniques and making up their triangles.  In sample of student work for - marking Triangles 1, shows how a student might use a capital "S" to indicate that the side shared in common with both triangles.  By placing this "S" in the diagram, I find that students are more easily able to identify the reflexive property and also don't forget this as a congruent side.  This student example shows a student who just marked their diagram with congruent sides, angles and the reflexive S.

Also, in this example of Student Work - Marking Triangles 2, you can see that both students named the angle that is bisected as <1 and <2 in the diagram.  This short-cut, I find, helps to keep my students more organized than naming all of the angles using three letters.  This is also a great trick for quickly noting that vertical angles and base angles in isosceles triangles are congruent as well.

Student Ownership: More of Marking up Triangles

# SAS-sy Triangles

Unit 4: Tremendous Triangles
Lesson 4 of 10

## Big Idea: In this student-centered lesson, students will explore and explain why the SAS congruence theorem works to prove triangles congruent.

Print Lesson
5 teachers like this lesson
Standards:
Subject(s):
85 minutes

### Stephanie Conklin

##### Similar Lessons

###### Dilation and Similarity Unit Test
Geometry » Scaling Up- Dilations, Similarity and Proportional Relationships
Big Idea: Students will show what they know!
HSG-SRT.A HSG-SRT.B.5
Favorites(2)
Resources(20)
Ault, CO
Environment: Rural

###### Rigid Motion, Congruent Triangles, and Proof
Geometry » Polygons and Congruent Triangle Proofs
Big Idea: Using the method of flow chart proofs, students begin to develop the skills necessary to understand and create congruent triangle proofs.
Favorites(3)
Resources(14)
Amsterdam, NY
Environment: Urban