##
* *Reflection: Flexibility
Rigid Motions and Congruence - Section 2: Mini-Lesson

As I was teaching, I realized my students had some difficulty identifying corresponding parts of triangles and their images. I decided to address their issues before we continued with the lesson. Students were instructed to draw and label diagrams in their notebooks to illustrate how the specific rigid motion preserved congruence between the triangles and their images. This helped my students better understand the topic and helped me to assess their understanding of the new content.

*Flexibility: Rigid Motions and Congruence Reflection*

# Rigid Motions and Congruence

Lesson 1 of 3

## Objective: SWBAT define congruence in terms of rigid motion.

#### Do Now

*5 min*

According to the CCSS, students first investigate congruence formally in the eighth grade. This do now is both a diagnostic and a review. Students are shown five triangles and asked which triangles are congruent to each other. The triangles each have two given sides lengths and angle measures. Using the given information students identify which triangles have the three equal sides and three equal angles.

In order to identify which pairs of triangles are congruent, students need to build on prior knowledge about the sum of the measures of the interior angles in a triangle, isosceles triangles and then Pythagorean theorem.

The question in the Do Now asks students to identify congruent triangles, but not explain why the triangles are congruent. When we go over the Do Now, I ask students to explain how they know the triangles are congruent.

Some students may need a brief reminder of the definition of “congruent” and further explanation about how to find the missing side lengths and angle measures.

*expand content*

#### Mini-Lesson

*10 min*

I begin the Mini-Lesson by asking a student to explain the definition of congruence. At this point in the lesson, most students will say, “Congruence is when two figures are exactly the same shape and size.” I ask, “Is there another way we can show two figures are congruent?” To continue the discussion, I remind students about the previous unit on transformations. We discuss the transformations that preserve congruence and define these transformations as rigid motions or isometries.

Students are then shown the diagram of pairs of triangles that can be proved congruent by rigid motions. We discuss which rigid motion can be used and then identify corresponding parts of the triangles that are congruent. This is only an introduction to standard GCO7 about CPCTC.

*expand content*

#### Activity

*15 min*

To further investigate congruence through rigid motions, students are given a diagram with four congruent triangles. Students will work individually to Identify the rigid motion(s) that can be used to show congruence. They will then write congruency statements for corresponding parts of the triangles and label all congruent parts on the diagram.

For students who have difficulty identifying the rigid motions and the corresponding parts, I give them a second copy of the diagram to cut out and use as a manipulative.

*expand content*

#### Summary

*5 min*

To summarize the lesson, we have a whole class discussion about the lesson activity. I ask the students to identify which parts of the small triangles are congruent to each other in relation to the whole diagram. In the activity, the students only compared two small triangles. I want them to make the connection between the part and the whole. This sets students up for performing further proofs of triangle congruence, i.e. transitive property, in later lessons.

*expand content*

Thank you, Marisa---just found your excellent resource.

What program did you use to show the rigid motions?

Thanks,

Helen

| 2 years ago | Reply

Thanks for sharing your work, Marisa.

One area I had difficulty with was during the activity, students were able to correctly identify and name congruent triangles and congruent sides, but with congruent angles they struggled with switching between naming them using 3 letters versus 1 letter - which is key to differentiate between the angles at certain times. For other instructors using this resource, it might be worth spending a little time on.

| 2 years ago | Reply

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- UNIT 1: Preparing for the Geometry Course
- UNIT 2: Geometric Constructions
- UNIT 3: Transformational Geometry
- UNIT 4: Rigid Motions
- UNIT 5: Fall Interim Assessment: Geometry Intro, Constructions and Rigid Motion
- UNIT 6: Introduction to Geometric Proofs
- UNIT 7: Proofs about Triangles
- UNIT 8: Common Core Geometry Midcourse Assessment
- UNIT 9: Proofs about Parallelograms
- UNIT 10: Similarity in Triangles
- UNIT 11: Geometric Trigonometry
- UNIT 12: The Third Dimension
- UNIT 13: Geometric Modeling
- UNIT 14: Final Assessment