## AA Similarity Mini Lesson.notebook - Section 2: Mini-Lesson

*AA Similarity Mini Lesson.notebook*

# Angle-Angle Similarity Postulate

Lesson 8 of 10

## Objective: SWBAT prove triangles are similar using the Angle-Angle Postulate.

#### Do Now

*5 min*

For today's Do Now, students are shown two triangles. They are told the triangles are similar and asked to explain what that means. Then they are instructed to write proportions for the sides. This is a review of the previous lesson. As students are working, I circulate to check that they understand the criteria for similarity. After about three minutes, we will go over the students' responses in a whole class discussion.

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#### Mini-Lesson

*10 min*

At the beginning of today's Mini-Lesson, I will explain the Angle-Angle Similarity Postulate. As a class, we will discuss why it is only necessary to show that two pairs of angles in a triangle need to be congruent in order for the triangles to be similar.

Next, I will show students a video demonstrating the task students will use to prove triangles are similar using the Angle-Angle Similarity Postulate. Then, we will practice drawing a pair of similar triangles and proving they are congruent. Before students begin the activity, I have them write down the Angle-Angle Similarity Postulate in their notebooks.

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#### Activity

*23 min*

For today's Activity, my students are asked to draw three pairs of similar triangles and prove they are similar (**G.SRT.3, MP3**). They can use a ruler and patty paper or a protractor to draw the triangles (**MP5**). Students are instructed to show all measurements, calculations, and write proportions and similarity statements.

Using the method shown in the Mini-Lesson, students can replicate angles of a triangle. They sometimes have difficulty measuring angles and sides precisely. Inaccurate measurements affect the calculations of the proportions. If I see that students triangles appear similar, but the calculations don't work out as expected, I instruct students to go back to their figures and remeasure the sides (**MP6**).

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#### Summary

*5 min*

At the end of today's lesson, I call on students to show their examples using the document camera and explain how they know their triangles are similar. We also discuss the reasons why proportions may not be exactly the same.

In later lessons, students will use the Angle-Angle Similarity postulate to solve problems involving triangle similarity.

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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

- LESSON 1: Scale Factor
- LESSON 2: Dilations on the Coordinate Plane, Center (0, 0)
- LESSON 3: Dilations using Geometer's Sketchpad
- LESSON 4: Dilations on the Coordinate Plane, Center (h, k)
- LESSON 5: Properties of Dilations Extension Lesson
- LESSON 6: Similar Triangles using Geometer's Sketchpad
- LESSON 7: Finding Missing Sides of Similar Triangles
- LESSON 8: Angle-Angle Similarity Postulate
- LESSON 9: Similar Triangle Practice
- LESSON 10: Similar Triangles and the Flatiron Building