##
* *Reflection: Staircase of Complexity
Precious Parallelograms - Section 3: Proving Properties of Parallelograms - Pair Share #1 and #2

After completing the first proof in class with my students, my students seemed confident and ready to proceed to the second challenging proof. I let my students work in pairs to complete this proof , I realized that many of my students were truly struggling with seeing patterns and recognizing parallel lines, transversal and angles that were congruent. Hence, I quickly provided some scaffolding steps to help them.

Hence, I created a scaffolded proof for example #2 in these class notes: Scaffolded Proof Example. For students who need a challenge, the unscaffolded proof really pushes them, only you know your students best and who needs and does not need the support.

*Staircase of Complexity: Creating More Scaffolded Proofs*

# Precious Parallelograms

Lesson 2 of 8

## Objective: SWBAT prove key theorems relating to parallelograms, like opposite sides are congruent and opposite angles are congruent

#### Resources

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The activity/homework asks students to look for repeated reasoning to use coordinate geometry to find the 4th point in a parallelogram (MP8). Although the questions are scaffolded for students questions #1-7 and the proof #8 require students to work through and persevere through both challenging problems, just as they were required to in the proofs earlier in class (MP1).

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Ok, I just assumed that the material you have here went in order of how you taught it.

| 3 years ago | Reply

Hi Amanda,

We cover congruent triangles prior to quads so this is why we can use ASA. HOpe that helps!

| 3 years ago | Reply

Probably getting tired of me asking questions, and I know there is no way I will know before I teach this lesson, but I am having trouble with the 1st proof in the notes. How do you prove the sides congruent if you have not covered angle/side/angle?

| 3 years ago | Reply*expand comments*

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