Lesson 7

In a previous lesson, students studied a proof of triangle congruence and used it as a model to write their own proof. In this lesson, they are asked to come up with most of the language for a proof of the Angle-Side-Angle Triangle Congruence Theorem (MP3). They are explicitly encouraged to use previous work and refer to the template as scaffolding.

Students are again given the opportunity to apply the theorem, proving opposite sides of parallelograms are congruent. Students use the definition: a parallelogram is a quadrilateral with two pairs of opposite sides parallel, alternate interior angles, and congruent triangles in their proof. If students struggled with the question on parallel lines and a transversal on the previous end of unit test, there is an optional activity to remind students that alternate interior angles formed by parallel lines and a transversal are congruent. 

If some students use a transformation approach rather than applying the Angle-Side-Angle Triangle Congruence Theorem in the parallelogram proof, there is an opportunity to discuss how students can make use of repeated reasoning by using the Angle-Side-Angle Triangle Congruence Theorem rather than coming up with a different transformation proof for every case of two triangles that have two pairs of congruent corresponding angles and one pair of congruent corresponding sides between them (MP8).

One of the activities in this lesson works best when each student has access to internet-enabled devices because students will benefit from seeing the relationship in a dynamic way.

Acquire internet-enabled devices that can run the applet for the activity Notice and Wonder: Assertion, one for every 2–3 students. If technology is not available, there is a paper and pencil alternative, but consider displaying the applet for all to see.

For the lesson synthesis: Create a display of tips for proving lines, angles, or triangles are congruent using triangle congruence theorems.