Lesson Plan 1: Introduction to Mathematical Systems

Objective: Students will understand the concept of a mathematical system and learn to describe
its components.

Activity 1: What is a Mathematical System?

 Provide students with various objects such as dice, playing cards, and geometric shapes.
 Ask them to identify the components and rules that govern these objects.
 Discuss their responses as a class and introduce the concept of a mathematical system.

Activity 2: Components of a Mathematical System

 Distribute a worksheet that includes examples of mathematical systems (e.g., number

system, coordinate system).
 In pairs, students identify and describe the components of each system.
 Review their answers as a class and clarify any misconceptions.

Activity 3: Describing a Mathematical System

 Introduce a specific mathematical system, such as the Cartesian coordinate system.

 Guide students through the process of describing its components, including axes, origin,
and coordinates.
 Provide examples and non-examples to reinforce understanding.

Activity 4: Applying Descriptive Skills

 Give students a set of coordinates and ask them to plot the points on a Cartesian plane.
 After plotting, they must describe the location of each point using the components of the
system.
 Review their answers and provide feedback as necessary.

Activity 5: Summarizing Mathematical Systems

 Ask students to create a visual representation (poster, diagram, or infographic) that

summarizes the components of a mathematical system.
 They should include key terms, examples, and illustrations.
 Display and discuss their work as a class.

Answer Key: Activity 2:

 Number System: digits, place value, operations (addition, subtraction, multiplication,

division)
 Coordinate System: axes, origin, coordinates (x, y)

Activity 4:

 Example: (3, 4) - "The point is located 3 units to the right and 4 units above the origin."
 Non-example: (4, 3) - "This is not a valid coordinate because the order of the values is
reversed."

Lesson Plan 2: Number Systems

Objective: Students will explore different number systems and describe their unique
characteristics.

Activity 1: Reviewing the Base-10 System

 Engage students in a class discussion about the base-10 system (decimal system).
 Ask them to identify its components (digits, place value) and rules.
 Provide examples of numbers and ask students to identify their place values.

Activity 2: Binary Number System

 Introduce the binary number system and explain its base-2 nature.
 Provide examples of binary numbers and ask students to convert them to decimal form.
 Guide them through the process and clarify any questions.

Activity 3: Octal Number System

 Introduce the octal number system and explain its base-8 nature.
 Demonstrate how to convert decimal numbers to octal form and vice versa.
 Provide practice problems for students to solve individually or in pairs.

Activity 4: Hexadecimal Number System

 Introduce the hexadecimal number system and explain its base-16 nature.
 Show students how to convert decimal numbers to hexadecimal form and vice versa.
 Provide examples and practice problems for them to solve.

Activity 5: Comparing Number Systems

 Ask students to describe the similarities and differences between the base-10, binary,
octal, and hexadecimal number systems.
 They should consider the number of digits, place values, and how each system is used in
computing.
 Discuss their responses as a class.

Answer Key: Activity 2:

 Binary to decimal conversion: 1101₂ = 13₁₀

 Decimal to binary conversion: 25₁₀ = 11001₂

Activity 3:

 Decimal to octal conversion: 87₁₀ = 127₈

 Octal to decimal conversion: 456₈ = 302₁₀

Activity 4:

 Decimal to hexadecimal conversion: 255₁₀ = FF₁₆

 Hexadecimal to decimal conversion: A3₁₆ = 163₁₀

Lesson Plan 3: Coordinate Systems

Objective: Students will understand the concept of coordinate systems and learn to describe their
properties.
Activity 1: Introduction to Coordinate Systems

 Display various examples of coordinate systems, such as the Cartesian plane, polar
coordinate system, and GPS coordinates.
 Discuss the purpose and unique features of each system.
 Ask students to describe any similarities or differences they notice.

Activity 2: Describing the Cartesian Coordinate System

 Focus on the Cartesian coordinate system and its components (axes, origin, coordinates).
 Provide examples of points and ask students to describe their location using the system's
properties.
 Discuss their answers and provide feedback.

Activity 3: Exploring Polar Coordinates

 Introduce the polar coordinate system and explain its components (r, θ).
 Show students how to convert polar coordinates to Cartesian coordinates and vice versa.
 Provide practice problems for them to solve individually or in pairs.

Activity 4: GPS Coordinates

 Discuss the use of GPS coordinates in navigation and location tracking.

 Provide examples of GPS coordinates and ask students to describe the location using the
properties of the system.
 Review their answers and clarify any misconceptions.

Activity 5: Coordinate Systems in Real Life

 Ask students to research and present examples of how coordinate systems are used in
different fields (e.g., architecture, geography, astronomy).
 They should describe the system used, its properties, and its applications.
 Discuss their presentations as a class.

Answer Key: Activity 2:

 Example: Point A(3, 4) - "The point is located 3 units to the right and 4 units above the
origin."
 Non-example: Point B(4, 3) - "This is not a valid coordinate because the order of the
values is reversed."

Activity 3:

 Polar to Cartesian conversion: (r, θ) = (5, 60°) => (x, y) = (2.5, 4.33)

Lesson Plan 4: Describing Geometric Systems

Objective: Students will learn to describe geometric systems, such as Euclidean geometry and
coordinate geometry.

Activity 1: Introduction to Geometric Systems

 Display examples of geometric systems, such as Euclidean geometry, coordinate

geometry, and fractal geometry.
 Discuss the properties and unique features of each system.
  Ask students to describe any similarities or differences they notice.

Activity 2: Describing Euclidean Geometry

 Focus on Euclidean geometry and its components (points, lines, planes, angles, and
shapes).
 Provide examples of geometric figures and ask students to describe their properties using
Euclidean geometry terms.
 Discuss their answers and provide feedback.

Activity 3: Coordinate Geometry

 Introduce the concept of coordinate geometry and how it relates to the Cartesian
coordinate system.
 Show students how to determine the distance between two points and the slope of a line
using coordinates.
 Provide practice problems for them to solve individually or in pairs.

Activity 4: Fractal Geometry

 Explain the concept of fractal geometry and its self-replicating patterns.

 Show examples of fractals (e.g., Sierpinski triangle, Koch snowflake) and ask students to
describe their properties.
 Discuss their answers and explore the recursive nature of fractals.

Activity 5: Geometric Systems in Art and Architecture

 Ask students to research and present examples of how geometric systems are used in art
and architecture.
 They should describe the system used, its properties, and its impact on the artwork or
structure.
 Discuss their presentations as a class.

Answer Key: Activity 2:

 Example: Triangle ABC - "Triangle ABC has three sides and three angles. The sum of its
interior angles is 180 degrees."
 Non-example: Line segment XY - "This is not a valid example because it only has two
endpoints."

Activity 3:

 Distance between points: A(3, 4) and B(7, 2) = √((7 - 3)² + (2 - 4)²) = √20 ≈ 4.47
 Slope of a line: Two points A(3, 4) and B(7, 2) => m = (2 - 4) / (7 - 3) = -1/2

Please note that the answer keys provided are only examples and may vary based on the specific
context and content covered in your classroom.
Lesson Plan 1: Introduction to Axiomatic Structures in Mathematics

Objective: Students will understand the importance of an axiomatic structure in mathematics and
its application to defined terms.

Activity 1: What is an Axiomatic Structure?

 Engage students in a class discussion about the role of axioms in mathematics.

 Introduce the concept of an axiomatic structure and explain its purpose in providing a
logical foundation for mathematical systems.
 Discuss examples of axioms, such as the commutative property of addition and the
distributive property.

Activity 2: Defined Terms in Mathematics

 Explain the concept of defined terms in mathematics, which are terms that are explicitly
defined using other terms within the mathematical system.
 Provide examples of defined terms, such as "point," "line," and "circle."
 Ask students to provide definitions for these terms using other defined terms or known
concepts.

Activity 3: Identifying Undefined Terms

 Discuss the existence of undefined terms in mathematics, which are terms that are not
explicitly defined but serve as the foundational elements of a mathematical system.
 Present examples of undefined terms, such as "betweenness" and "congruence."
 Engage students in a brainstorming activity to identify other undefined terms they have
encountered in their mathematical studies.

Activity 4: Applying Defined Terms

 Distribute a worksheet with geometric shapes and figures.

 Ask students to identify and label the defined terms within each shape (e.g., points, lines,
angles).
 Review their answers as a class, providing explanations and clarifications as needed.

Activity 5: Reflecting on Axiomatic Structures

 Lead a class discussion on the significance of an axiomatic structure in geometry and

mathematics as a whole.
 Discuss how the use of defined terms, axioms, and logical reasoning contribute to the
development of a consistent and coherent mathematical system.
 Encourage students to share examples where understanding defined terms and axioms
have helped solve geometric problems.

Answer Key: Activity 4:

 Example: Triangle ABC

∠ABC, ∠BCA, and ∠CAB.

 Defined terms: Points A, B, and C; line segments AB, BC, and CA; angles

 Undefined terms: Betweenness, congruence.

Lesson Plan 2: Using Defined Terms in Geometric Proofs

Objective: Students will apply their understanding of defined terms in geometry to construct and
justify geometric proofs.

Activity 1: Review of Defined Terms

 Begin the lesson by reviewing the concept of defined terms in geometry.

 Recap the definitions of common geometric terms, such as point, line, angle, and
congruence.
 Ask students to provide examples and illustrations of these terms.

Activity 2: Introduction to Geometric Proofs

 Introduce the concept of geometric proofs and their importance in establishing the truth
of geometric statements.
 Explain the structure of a proof, including statements and reasons.
 Provide examples of simple geometric proofs and guide students through the process of
constructing proofs.

Activity 3: Constructing Proofs Using Defined Terms

 Distribute a set of geometric statements and ask students to construct a proof for each
statement using defined terms and previously established theorems.
 Provide a list of defined terms, theorems, and postulates for reference.
 Review and discuss the proofs as a class, highlighting the use of defined terms in each
step.

Activity 4: Peer Review and Evaluation

 Divide students into pairs or small groups.

 Ask them to exchange their proofs and evaluate the logical progression and use of
defined terms in each proof.
 Provide a rubric or checklist for assessing the clarity and correctness of the proofs.
 Allow time for discussion and feedback among peers.

Activity 5: Challenging Proof Scenarios

 Present students with challenging scenarios where they need to construct proofs for more
complex geometric statements.
 Encourage them to use their understanding of defined terms, theorems, and logical
reasoning to solve these problems.
 Discuss and compare the different approaches and strategies employed by students.

Answer Key: Activity 3: (Example proof) Given: ∠ABC ≅ ∠DEF To prove: AB ≅ DE

Statement | Reason

1. ∠ABC ≅ ∠DEF | Given

2. AB is a line segment | Definition of a line segment

∠ABC ≅ ∠DEF → AB ≅ DE | Definition of congruence

3. DE is a line segment | Definition of a line segment
4.

Please note that the answer keys provided are only examples, and the actual proofs and reasoning
may vary based on the specific geometric statements and theorems used in your classroom.
Lesson Plan 1: Understanding Undefined Terms in Geometry

Objective: Students will understand the concept of undefined terms in geometry and their role in
the axiomatic structure of the discipline.

Activity 1: Introduction to Undefined Terms

 Engage students in a class discussion about the nature of undefined terms in mathematics.
 Explain that undefined terms are the basic building blocks of geometric systems and are
not explicitly defined within the system.
 Discuss examples of undefined terms in geometry, such as "point," "line," and "plane."
 Ask students to provide their own descriptions and illustrations of these terms.

Activity 2: Properties of Undefined Terms

 Explore the properties of undefined terms in geometry.

 Discuss how these terms serve as the foundation for defining other geometric concepts.
 Encourage students to identify and discuss properties that apply to undefined terms, such
as the idea of a point having no size or dimension.

Activity 3: Identifying Undefined Terms

 Distribute a worksheet with various geometric figures and shapes.

 Ask students to identify and label the undefined terms within each figure.
 Review their answers as a class, discussing the rationale behind each identification.

Activity 4: Reasoning with Undefined Terms

 Provide a set of geometric statements and ask students to use their understanding of
undefined terms to justify the statements.
 Encourage students to use logical reasoning and the properties of undefined terms to
support their justifications.
 Review and discuss the reasoning behind each statement as a class.

Activity 5: Reflecting on Undefined Terms

 Engage students in a reflective discussion about the role and importance of undefined
terms in the axiomatic structure of geometry.
 Discuss how the use of undefined terms allows for a logical and consistent development
of geometric concepts and theorems.
 Encourage students to share examples where understanding undefined terms has helped
them solve geometric problems.

Answer Key: Activity 3:

 Undefined terms: Point A, line segment AB, angle ∠ABC

 Example: Triangle ABC

 Defined terms: Vertex, side

Lesson Plan 2: Exploring the Role of Undefined Terms in Geometric Constructions

Objective: Students will apply their understanding of undefined terms in geometry to construct
geometric figures using basic tools and techniques.

Activity 1: Review of Undefined Terms

 Begin the lesson by reviewing the concept of undefined terms in geometry.

 Recap the definitions of common undefined terms, such as point, line, and plane.
 Ask students to provide examples and illustrations of these terms.

Activity 2: Introduction to Geometric Constructions

 Introduce the concept of geometric constructions and their importance in geometric

problem-solving.
 Explain that constructions involve using basic tools (e.g., compass, straightedge) and
logical steps to create geometric figures based on given conditions.
 Provide examples of basic constructions, such as bisecting a line segment or constructing
an equilateral triangle.

Activity 3: Step-by-Step Constructions

 Demonstrate step-by-step constructions of various geometric figures, emphasizing the use

of undefined terms.
 Engage students in practicing the constructions individually or in pairs.
 Provide guidance and support as needed.

Activity 4: Analyzing Constructions

 Present students with a set of completed constructions.

 Ask them to analyze the geometric figures and identify the undefined terms used in each
construction.
 Encourage students to explain how the undefined terms played a crucial role in the
construction process.

Activity 5: Challenging Constructions

 Challenge students with more complex construction problems that require a combination
of geometric figures and techniques.
 Encourage them to utilize their understanding of undefined terms and logical reasoning to
solve these problems.
 Discuss and compare different approaches and strategies employed by students.

Answer Key: Activity 4:

 Example: Construction of a perpendicular bisector

 Undefined terms: Point, line
 Defined terms: Perpendicular, bisector

Please note that the answer keys provided are only examples, and the actual constructions and
reasoning may vary based on the specific geometric figures and conditions used in your
classroom.
Lesson Plan 1: Exploring Postulates in Geometry

Objective: Students will understand the role of postulates in geometry and how they contribute to
the axiomatic structure of the discipline.

Activity 1: Introduction to Postulates

 Begin the lesson by discussing the concept of postulates in mathematics.

 Explain that postulates, also known as axioms, are statements that are accepted without
proof and serve as the fundamental building blocks of a mathematical system.
 Provide examples of postulates in geometry, such as the "Postulate of Euclidean
Geometry" or "Postulate of Parallel Lines."

Activity 2: Recognizing Postulates

 Distribute a worksheet with a set of geometric statements.

 Ask students to identify and categorize each statement as a postulate or not.
 Review their answers as a class, discussing the characteristics of postulates and the
reasoning behind each classification.

Activity 3: Applying Postulates

 Provide a set of geometric figures and ask students to use postulates to make conclusions
or solve specific problems.
 Encourage students to explain their reasoning and justifications using the postulates.
 Review and discuss their solutions as a class, emphasizing the connection between the
postulates and their applications.

Activity 4: Developing Conjectures

 Engage students in a discussion about how postulates can lead to the development of
conjectures.
 Present students with a set of geometric statements and ask them to formulate conjectures
based on the given postulates.
 Discuss and compare the conjectures generated by students, highlighting the logical
progression from postulates to conjectures.

Activity 5: Reflecting on Postulates

 Engage students in a reflective discussion about the role and significance of postulates in
the axiomatic structure of geometry.
 Discuss how postulates provide the foundational assumptions necessary for proving
theorems and establishing logical connections within geometric systems.
 Encourage students to share examples where understanding postulates has helped them in
solving geometric problems.

Answer Key: Activity 2:

 Example: "The sum of the interior angles of a triangle is 180 degrees."

 Postulate

Lesson Plan 2: Investigating Theorems in Geometry

Objective: Students will explore the role of theorems in geometry and how they contribute to the
axiomatic structure of the discipline.

Activity 1: Introduction to Theorems

 Begin the lesson by discussing the concept of theorems in mathematics.

 Explain that theorems are statements that are proven using logical reasoning and
previously established definitions, postulates, and theorems.
 Provide examples of theorems in geometry, such as the "Pythagorean Theorem" or
"Triangle Angle Sum Theorem."

Activity 2: Recognizing Theorems

 Distribute a worksheet with a set of geometric statements.

 Ask students to identify and categorize each statement as a theorem or not.
 Review their answers as a class, discussing the characteristics of theorems and the
reasoning behind each classification.

Activity 3: Applying Theorems

 Provide a set of geometric figures or scenarios and ask students to apply relevant
theorems to solve problems or make conclusions.
 Encourage students to explain their reasoning and justifications using the theorems.
 Review and discuss their solutions as a class, highlighting the connection between the
theorems and their applications.

Activity 4: Proving Theorems

 Introduce a specific theorem to the class, providing its statement.

 Guide students through the process of proving the theorem using logical reasoning,
previously established definitions, postulates, and theorems.
 Discuss the steps involved in the proof and the role of each component.

Activity 5: Reflecting on Theorems

 Engage students in a reflective discussion about the role and significance of theorems in
the axiomatic structure of geometry.
 Discuss how theorems provide logical deductions from previously established statements
and contribute to the overall understanding and coherence of geometric systems.
 Encourage students to share examples where understanding theorems has helped them in
solving complex geometric problems.

Answer Key: Activity 2:

 Example: "The angles opposite to congruent sides of a triangle are congruent."

 Theorem

Please note that the answer keys provided are only examples, and the actual postulates, theorems,
and statements used may vary based on the specific content and context covered in your
classroom.
Lesson Plan 1: Triangle Congruence by SSS and SAS

Objective: Students will understand the criteria for triangle congruence using the Side-Side-Side
(SSS) and Side-Angle-Side (SAS) postulates.

Activity 1: Introduction to Triangle Congruence

 Begin the lesson by discussing the concept of triangle congruence.

 Define congruent triangles as triangles that have the same shape and size.
 Present examples of congruent triangles and ask students to identify the criteria that make
them congruent.

Activity 2: SSS Triangle Congruence

 Introduce the SSS (Side-Side-Side) postulate for triangle congruence.

 Provide examples of two triangles with matching side lengths and ask students to
determine if the triangles are congruent based on the SSS postulate.
 Guide students through the process of using the SSS postulate to justify their conclusions.

Activity 3: SAS Triangle Congruence

 Introduce the SAS (Side-Angle-Side) postulate for triangle congruence.

 Provide examples of two triangles with matching side lengths and an included angle and
ask students to determine if the triangles are congruent based on the SAS postulate.
 Guide students through the process of using the SAS postulate to justify their
conclusions.

Activity 4: Applying SSS and SAS Congruence

 Provide a set of triangles and ask students to determine if they are congruent based on the
given side lengths and/or included angles.
 In pairs or small groups, students should apply the SSS or SAS postulate to justify their
conclusions.
 Review their answers as a class, discussing the application of the postulates and any
misconceptions.

Activity 5: Identifying Triangle Congruence

 Provide a set of triangles with different combinations of congruence criteria (SSS, SAS,
etc.).
 Ask students to identify and label the congruence criteria for each pair of triangles.
 Review their answers as a class, clarifying any misconceptions and reinforcing the
understanding of congruence criteria.

Answer Key: Activity 2:

 Example: Triangle ABC and Triangle DEF

 Conclusion: Triangle ABC ≅ Triangle DEF (based on the SSS postulate)

 Side lengths: AB = DE, BC = EF, AC = DF

Activity 3:

 Example: Triangle PQR and Triangle STU

 Included angle: ∠PQR = ∠STU
 Side lengths: PQ = ST, QR = TU

Conclusion: Triangle PQR ≅ Triangle STU (based on the SAS postulate)




Lesson Plan 2: Triangle Congruence by ASA and AAS

Objective: Students will understand the criteria for triangle congruence using the Angle-Side-
Angle (ASA) and Angle-Angle-Side (AAS) postulates.

Activity 1: Review of Triangle Congruence Criteria

 Begin the lesson by reviewing the concept of triangle congruence and the SSS and SAS
postulates.
 Recap the criteria for congruence and ask students to identify the conditions that make
triangles congruent.

Activity 2: ASA Triangle Congruence

 Introduce the ASA (Angle-Side-Angle) postulate for triangle congruence.

 Provide examples of two triangles with matching angle measures and a corresponding
side and ask students to determine if the triangles are congruent based on the ASA
postulate.
 Guide students through the process of using the ASA postulate to justify their
conclusions.

Activity 3: AAS Triangle Congruence

 Introduce the AAS (Angle-Angle-Side) postulate for triangle congruence.

 Provide examples of two triangles with matching angle measures and two corresponding
sides that are not consecutive and ask students to determine if the triangles are congruent
based on the AAS postulate.
 Guide students through the process of using the AAS postulate to justify their
conclusions.

Activity 4: Applying ASA and AAS Congruence

 Provide a set of triangles and ask students to determine if they are congruent based on the
given angle measures and side lengths.
 In pairs or small groups, students should apply the ASA or AAS postulate to justify their
conclusions.
 Review their answers as a class, discussing the application of the postulates and any
misconceptions.

Activity 5: Identifying Triangle Congruence

 Provide a set of triangles with different combinations of congruence criteria (ASA, AAS,
etc.).
 Ask students to identify and label the congruence criteria for each pair of triangles.
 Review their answers as a class, clarifying any misconceptions and reinforcing the
understanding of congruence criteria.

Answer Key: Activity 2:

 Angle measures: ∠ABC = ∠DEF

 Example: Triangle ABC and Triangle DEF

 Side length: BC = EF
  Conclusion: Triangle ABC ≅ Triangle DEF (based on the ASA postulate)

Activity 3:

 Angle measures: ∠PQR = ∠STU, ∠PRQ = ∠TSU

 Example: Triangle PQR and Triangle STU

 Conclusion: Triangle PQR ≅ Triangle STU (based on the AAS postulate)

 Side length: PQ = ST

Please note that the answer keys provided are only examples, and the actual triangles and
congruence criteria used may vary based on the specific content and context covered in your
classroom.

Lesson Plan 1: Illustrating SAS Congruence Postulate

Objective: Students will understand and apply the SAS (Side-Angle-Side) congruence postulate
to determine the congruence of triangles.

Activity 1: Introduction to SAS Congruence Postulate

 Begin the lesson by introducing the SAS congruence postulate.

 Explain that two triangles are congruent if two sides and the included angle of one
triangle are congruent to the corresponding parts of the other triangle.
 Provide visual examples to illustrate the concept.

Activity 2: Identifying SAS Congruence

 Present students with pairs of triangles.

 Ask students to identify if the triangles are congruent based on the SAS congruence
postulate.
 Students should identify the congruent sides and the included angle.
 Review their answers as a class, discussing the congruence postulate and its application.

Activity 3: Applying SAS Congruence

 Provide a set of triangles and ask students to determine if they are congruent based on the
given information about the sides and angles.
 Students should apply the SAS congruence postulate to justify their conclusions.
 Review their answers as a class, discussing the application of the postulate and any
misconceptions.

Activity 4: Constructing Triangles using SAS Congruence

 Provide students with a set of side lengths and an angle measure.

 In pairs or small groups, students should construct triangles using the given information.
 They should verify if the triangles are congruent based on the SAS congruence postulate.
 Review and compare their constructions as a class.

Activity 5: SAS Congruence Practice Problems

  Provide practice problems where students need to determine the congruence of triangles
using the SAS congruence postulate.
 Students should write out the steps and reasoning for each problem.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 2:

 Example: Triangle ABC and Triangle DEF

 Included angle: ∠ABC = ∠DEF

 Sides: AB = DE, BC = EF

 Conclusion: Triangle ABC ≅ Triangle DEF (based on the SAS congruence

postulate)

Lesson Plan 2: Illustrating ASA Congruence Postulate

Objective: Students will understand and apply the ASA (Angle-Side-Angle) congruence
postulate to determine the congruence of triangles.

Activity 1: Introduction to ASA Congruence Postulate

 Begin the lesson by introducing the ASA congruence postulate.

 Explain that two triangles are congruent if two angles and the included side of one
triangle are congruent to the corresponding parts of the other triangle.
 Provide visual examples to illustrate the concept.

Activity 2: Identifying ASA Congruence

 Present students with pairs of triangles.

 Ask students to identify if the triangles are congruent based on the ASA congruence
postulate.
 Students should identify the congruent angles and the included side.
 Review their answers as a class, discussing the congruence postulate and its application.

Activity 3: Applying ASA Congruence

 Provide a set of triangles and ask students to determine if they are congruent based on the
given information about the angles and side lengths.
 Students should apply the ASA congruence postulate to justify their conclusions.
 Review their answers as a class, discussing the application of the postulate and any
misconceptions.

Activity 4: Constructing Triangles using ASA Congruence

 Provide students with angle measures and a side length.

 In pairs or small groups, students should construct triangles using the given information.
 They should verify if the triangles are congruent based on the ASA congruence postulate.
 Review and compare their constructions as a class.

Activity 5: ASA Congruence Practice Problems

 Provide practice problems where students need to determine the congruence of triangles
using the ASA congruence postulate.
 Students should write out the steps and reasoning for each problem.
 Review and discuss the answers, providing feedback as necessary.
Answer Key: Activity 2:

 Angles: ∠PQR = ∠STU, ∠PRQ = ∠TSU

 Example: Triangle PQR and Triangle STU

 Conclusion: Triangle PQR ≅ Triangle STU (based on the ASA congruence

 Included side: PQ = ST

postulate)

Lesson Plan 3: Illustrating SSS Congruence Postulate

Objective: Students will understand and apply the SSS (Side-Side-Side) congruence postulate to
determine the congruence of triangles.

Activity 1: Introduction to SSS Congruence Postulate

 Begin the lesson by introducing the SSS congruence postulate.

 Explain that two triangles are congruent if all three sides of one triangle are congruent to
the corresponding sides of the other triangle.
 Provide visual examples to illustrate the concept.

Activity 2: Identifying SSS Congruence

 Present students with pairs of triangles.

 Ask students to identify if the triangles are congruent based on the SSS congruence
postulate.
 Students should identify the congruent sides.
 Review their answers as a class, discussing the congruence postulate and its application.

Activity 3: Applying SSS Congruence

 Provide a set of triangles and ask students to determine if they are congruent based on the
given information about the side lengths.
 Students should apply the SSS congruence postulate to justify their conclusions.
 Review their answers as a class, discussing the application of the postulate and any
misconceptions.

Activity 4: Constructing Triangles using SSS Congruence

 Provide students with side lengths.

 In pairs or small groups, students should construct triangles using the given side lengths.
 They should verify if the triangles are congruent based on the SSS congruence postulate.
 Review and compare their constructions as a class.

Activity 5: SSS Congruence Practice Problems

 Provide practice problems where students need to determine the congruence of triangles
using the SSS congruence postulate.
 Students should write out the steps and reasoning for each problem.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 2:

 Example: Triangle XYZ and Triangle UVW

 Sides: XY = UV, YZ = VW, ZX = WU
  Conclusion: Triangle XYZ ≅ Triangle UVW (based on the SSS congruence
postulate)

Lesson Plan 4: Recap and Review of Congruence Postulates

Objective: Students will recap and review the SAS, ASA, and SSS congruence postulates
through various activities.

Activity 1: Congruence Postulates Recap

 Begin the lesson by recapping the SAS, ASA, and SSS congruence postulates.
 Review the conditions required for triangles to be congruent based on each postulate.
 Discuss examples to reinforce the concepts.

Activity 2: Classifying Triangles

 Provide a set of triangles with given side lengths and angle measures.
 Ask students to determine the congruence of the triangles based on the congruence
postulates.
 Students should classify each triangle as congruent or not congruent based on the
applicable postulate.
 Review their answers as a class, discussing the application of the postulates and any
misconceptions.

Activity 3: Matching Activity

 Prepare a set of cards with triangle descriptions, including side lengths and angle
measures.
 In pairs or small groups, students should match the cards of congruent triangles using the
congruence postulates.
 Review and discuss the matches as a class, providing explanations for each match.

Activity 4: Proof Practice

 Provide students with a set of statements and reasons.

 Students should construct proofs using the congruence postulates to justify the
congruence of triangles.
 Review and discuss the proofs as a class, providing feedback as necessary.

Activity 5: Review Questions

 Provide a set of review questions that involve determining triangle congruence using the
congruence postulates.
 Students should write out the steps and reasoning for each question.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 2:

 Triangle ABC: AB = DE, ∠ABC = ∠EDF, BC = EF (SAS congruence)

 Example:

 Triangle XYZ: XY = WU, ∠XYZ = ∠WUV, YZ = UV (SAS congruence)

 Triangle PQR: PQ = ST, QR = TU, RP = US (SSS congruence)
Please note that the answer keys provided are only examples, and the actual triangles and
congruence criteria used may vary based on the specific content and context covered in your
classroom.

Lesson Plan 1: Solving Corresponding Sides of Congruent Triangles

Objective: Students will understand how to solve for corresponding sides of congruent triangles
using the given congruence information.

Activity 1: Introduction to Corresponding Parts of Congruent Triangles

 Begin the lesson by discussing the concept of corresponding parts of congruent triangles.
 Explain that corresponding parts of congruent triangles are the sides and angles that have
the same measures in two congruent triangles.
 Provide visual examples to illustrate the concept.

Activity 2: Identifying Corresponding Sides

 Present students with pairs of congruent triangles.

 Ask students to identify the corresponding sides in each pair.
 Review their answers as a class, discussing the congruence information and the
correspondence of sides.

Activity 3: Solving for Corresponding Sides

 Provide a set of congruent triangles with missing side lengths.

 Ask students to solve for the missing side lengths by using the congruence information.
 Review and discuss their solutions as a class, providing explanations and clarifications as
needed.

Activity 4: Applying Corresponding Sides

 Provide a set of congruent triangles and a set of additional side lengths.

 Students should determine if the given side lengths correspond to the corresponding sides
of the congruent triangles.
 They should explain their reasoning and use congruence information to justify their
conclusions.
 Review and discuss their answers as a class.

Activity 5: Corresponding Sides Practice Problems

 Provide practice problems where students need to solve for the corresponding sides of
congruent triangles.
 Students should write out the steps and reasoning for each problem.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 3:

 Example: Given Triangle ABC ≅ Triangle DEF

 AB = 5 cm, AC = 7 cm, EF = 3 cm
 Solution: BC = EF (corresponding sides of congruent triangles) = 3 cm
Lesson Plan 2: Solving Corresponding Angles of Congruent Triangles

Objective: Students will understand how to solve for corresponding angles of congruent triangles
using the given congruence information.

Activity 1: Introduction to Corresponding Parts of Congruent Triangles

 Begin the lesson by reviewing the concept of corresponding parts of congruent triangles,
specifically focusing on angles.
 Emphasize that corresponding angles in congruent triangles have the same measure.
 Provide visual examples to illustrate the concept.

Activity 2: Identifying Corresponding Angles

 Present students with pairs of congruent triangles.

 Ask students to identify the corresponding angles in each pair.
 Review their answers as a class, discussing the congruence information and the
correspondence of angles.

Activity 3: Solving for Corresponding Angles

 Provide a set of congruent triangles with missing angle measures.

 Ask students to solve for the missing angle measures by using the congruence
information.
 Review and discuss their solutions as a class, providing explanations and clarifications as
needed.

Activity 4: Applying Corresponding Angles

 Provide a set of congruent triangles and a set of additional angle measures.

 Students should determine if the given angle measures correspond to the corresponding
angles of the congruent triangles.
 They should explain their reasoning and use congruence information to justify their
conclusions.
 Review and discuss their answers as a class.

Activity 5: Corresponding Angles Practice Problems

 Provide practice problems where students need to solve for the corresponding angles of
congruent triangles.
 Students should write out the steps and reasoning for each problem.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 3:

Example: Given Triangle ABC ≅ Triangle DEF

 ∠BAC = 30°, ∠ACB = 45°, ∠EFD = 60°


 Solution: ∠BCA = ∠EDF (corresponding angles of congruent triangles) = 60°

Lesson Plan 3: Solving Corresponding Parts of Congruent Triangles using Congruence

Statements

Objective: Students will understand how to use congruence statements to solve for corresponding
parts of congruent triangles.
Activity 1: Review of Congruence Statements

 Begin the lesson by reviewing the concept of congruence statements for triangles.
 Remind students that congruence statements are used to express the congruence
relationship between corresponding parts of congruent triangles.
 Provide visual examples of congruence statements.

Activity 2: Identifying Congruence Statements

 Present students with pairs of congruent triangles.

 Ask students to write congruence statements for each pair, including the corresponding
parts.
 Review their answers as a class, discussing the correspondence of sides and angles in the
congruence statements.

Activity 3: Solving for Corresponding Sides and Angles using Congruence Statements

 Provide a set of congruent triangles with missing side lengths and angle measures.
 Students should use the given congruence statements to solve for the missing parts.
 Review and discuss their solutions as a class, providing explanations and clarifications as
needed.

Activity 4: Applying Congruence Statements

 Provide a set of congruent triangles and a set of additional side lengths and angle
measures.
 Students should determine if the given parts correspond to the corresponding parts of the
congruent triangles based on the congruence statements.
 They should explain their reasoning and use the congruence statements to justify their
conclusions.
 Review and discuss their answers as a class.

Activity 5: Corresponding Parts Practice Problems

 Provide practice problems where students need to solve for corresponding parts of
congruent triangles using congruence statements.
 Students should write out the steps and reasoning for each problem.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 3:

Example: Given Triangle ABC ≅ Triangle DEF

 Congruence statement: ΔABC ≅ ΔDEF


 AC = 8 cm, ∠BAC = 30°, ∠ACB = 45°

 Solution: ∠EDF = ∠BAC (corresponding angles in congruent triangles) = 30°

Lesson Plan 4: Problem-Solving with Congruent Triangles

Objective: Students will apply their knowledge of corresponding parts of congruent triangles to
solve real-world and mathematical problems.

Activity 1: Review of Corresponding Parts

 Begin the lesson by reviewing the concept of corresponding parts of congruent triangles.
 Recap the properties of corresponding sides and angles in congruent triangles.
  Provide visual examples to reinforce the concept.

Activity 2: Real-World Problem-Solving

 Present students with real-world scenarios that involve congruent triangles.

 Ask students to identify the corresponding parts of the triangles in each scenario.
 Students should use their understanding of congruent triangles to solve the given
problems.
 Review and discuss their solutions as a class.

Activity 3: Mathematical Problem-Solving

 Provide mathematical problems that involve congruent triangles.

 Students should apply their knowledge of corresponding parts to solve the problems.
 They should provide explanations and use congruence information to justify their
solutions.
 Review and discuss their answers as a class.

Activity 4: Problem-Solving with Congruent Triangles Practice

 Provide additional problem-solving practice questions that involve corresponding parts of

congruent triangles.
 Students should write out the steps and reasoning for each problem.
 Review and discuss the answers, providing feedback as necessary.

Activity 5: Application of Congruent Triangles

 Engage students in a class discussion about the importance and applications of congruent
triangles in real-world situations, such as engineering, architecture, and geometry proofs.
 Encourage students to share examples where understanding corresponding parts of
congruent triangles has helped them in problem-solving.

Answer Key: Activity 2:

 Example: Real-world scenario involving congruent triangles

 Scenario: Two identical flagpoles are placed at different locations. The angles
formed by the sun's rays hitting the flagpoles are congruent. What can you
conclude about the lengths of the shadows cast by the flagpoles?
 Solution: The corresponding angles in the triangles formed by the flagpoles and
their shadows are congruent. Therefore, the lengths of the shadows will be
proportional to the lengths of the flagpoles.

Please note that the answer keys provided are only examples, and the actual triangles and
corresponding parts used may vary based on the specific content and context covered in your
classroom.

Lesson Plan 1: Proving Triangle Congruence using SSS and SAS

Objective: Students will understand and apply the SSS (Side-Side-Side) and SAS (Side-Angle-
Side) congruence postulates to prove the congruence of triangles.
Activity 1: Introduction to Triangle Congruence Proofs

 Begin the lesson by discussing the concept of proving triangle congruence.

 Review the SSS and SAS congruence postulates as tools for proving congruence.
 Provide visual examples to illustrate the concept of triangle congruence proofs.

Activity 2: SSS Congruence Proof

 Present students with a pair of triangles and their corresponding side lengths.
 Ask students to prove the congruence of the triangles using the SSS congruence
postulate.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 3: SAS Congruence Proof

 Present students with a pair of triangles and their corresponding side lengths and included
angles.
 Ask students to prove the congruence of the triangles using the SAS congruence
postulate.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 4: Mixed Proofs

 Provide a set of triangles with various combinations of side lengths and angles.
 Students should choose the appropriate congruence postulate (SSS or SAS) and write a
proof for the congruence of each pair of triangles.
 Review and discuss their proofs as a class, discussing different approaches and reasoning.

Activity 5: Proof Practice Problems

 Provide additional proof practice problems where students need to prove the congruence
of triangles using the SSS or SAS congruence postulates.
 Students should write out the proofs, including the given information, statements, and
reasons.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 2:

 Example:
 Given: Triangle ABC with AB = DE, BC = EF, AC = DF
 Proof:
 Statement 1: AB = DE (Given)
 Statement 2: BC = EF (Given)

 Statement 4: Triangle ABC ≅ Triangle DEF (SSS Congruence)

 Statement 3: AC = DF (Given)

 Reason: By the SSS congruence postulate

Lesson Plan 2: Proving Triangle Congruence using ASA and AAS

Objective: Students will understand and apply the ASA (Angle-Side-Angle) and AAS (Angle-
Angle-Side) congruence postulates to prove the congruence of triangles.

Activity 1: Introduction to Triangle Congruence Proofs

 Begin the lesson by reviewing the concept of proving triangle congruence.

 Introduce the ASA and AAS congruence postulates as tools for proving congruence.
 Provide visual examples to illustrate the concept of triangle congruence proofs.

Activity 2: ASA Congruence Proof

 Present students with a pair of triangles and their corresponding angle measures and
included side.
 Ask students to prove the congruence of the triangles using the ASA congruence
postulate.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 3: AAS Congruence Proof

 Present students with a pair of triangles and their corresponding angle measures and two
non-included sides.
 Ask students to prove the congruence of the triangles using the AAS congruence
postulate.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 4: Mixed Proofs

 Provide a set of triangles with various combinations of angle measures and side lengths.
 Students should choose the appropriate congruence postulate (ASA or AAS) and write a
proof for the congruence of each pair of triangles.
 Review and discuss their proofs as a class, discussing different approaches and reasoning.

Activity 5: Proof Practice Problems

 Provide additional proof practice problems where students need to prove the congruence
of triangles using the ASA or AAS congruence postulates.
 Students should write out the proofs, including the given information, statements, and
reasons.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 3:

 Given: Triangle ABC with ∠A = ∠D, ∠B = ∠E, AB = DE

 Example:

 Statement 1: ∠A = ∠D (Given)
 Proof:

 Statement 2: ∠B = ∠E (Given)

 Statement 4: Triangle ABC ≅ Triangle DEF (AAS Congruence)

 Statement 3: AB = DE (Given)

 Reason: By the AAS congruence postulate

Lesson Plan 3: Proving Triangle Congruence using HL and Other Special Cases

Objective: Students will understand and apply the HL (Hypotenuse-Leg) criterion and other
special cases to prove the congruence of right triangles and isosceles triangles.

Activity 1: Introduction to Triangle Congruence Proofs

 Begin the lesson by reviewing the concept of proving triangle congruence.

 Introduce the HL criterion for right triangles and the special case of isosceles triangles.
 Provide visual examples to illustrate the concept of triangle congruence proofs.

Activity 2: HL Criterion Proof

 Present students with a pair of right triangles and their corresponding hypotenuses and
one leg.
 Ask students to prove the congruence of the triangles using the HL criterion.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 3: Special Case: Isosceles Triangle Proof

 Present students with a pair of isosceles triangles and their corresponding congruent sides
and base angles.
 Ask students to prove the congruence of the triangles using the special case of isosceles
triangles.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 4: Mixed Proofs

 Provide a set of triangles with various combinations of right angles and isosceles
properties.
 Students should choose the appropriate criterion or special case and write a proof for the
congruence of each pair of triangles.
 Review and discuss their proofs as a class, discussing different approaches and reasoning.

Activity 5: Proof Practice Problems

 Provide additional proof practice problems where students need to prove the congruence
of triangles using the HL criterion and other special cases.
 Students should write out the proofs, including the given information, statements, and
reasons.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 2:

 Given: Right Triangle ABC with AC = DF, ∠A = ∠D

 Example:

 Proof:

 Statement 2: ∠A = ∠D (Given)
 Statement 1: AC = DF (Given)

 Statement 3: Triangle ABC ≅ Triangle DEF (HL Criterion)

  Reason: By the HL criterion for right triangles

Lesson Plan 4: Congruence Proofs Review and Application

Objective: Students will review and apply their knowledge of congruence proofs by solving a
variety of proof problems.

Activity 1: Review of Congruence Proof Concepts

 Begin the lesson by reviewing the concepts and criteria for proving triangle congruence,
including SSS, SAS, ASA, AAS, HL, and other special cases.
 Discuss the steps involved in writing a congruence proof and the importance of clear
statements and reasons.

Activity 2: Proof Writing Practice

 Provide a set of congruence proof statements with missing reasons.

 Students should complete the proof statements by providing the appropriate reasons for
each step.
 Review and discuss their completed proof statements as a class, providing feedback and
explanations as needed.

Activity 3: Proof Justification

 Present students with a set of congruent triangles and a statement about the triangles.
 Students should determine if the given statement is true based on the congruence of the
triangles.
 They should justify their answer by writing a proof or explanation.
 Review and discuss their justifications as a class, providing feedback and explanations as
needed.

Activity 4: Proof Construction

 Provide students with a set of given information and a statement to prove.

 Students should construct a proof for the given statement using the congruence criteria
and special cases they have learned.
 Review and discuss their proofs as a class, discussing different approaches and reasoning.

Activity 5: Real-World Application

 Engage students in a discussion about real-world applications of triangle congruence

proofs, such as engineering, architecture, and geometry proofs in other mathematical
concepts.
 Encourage students to share examples where understanding congruence proofs has helped
them solve real-world problems.

Answer Key: Activity 2:

 Given: Triangle ABC ≅ Triangle DEF

 Example:

 Proof:

 Statement 2: ∠ABC = ∠DEF (Given)

 Statement 1: AB = DE (Given)

 Statement 4: Triangle ABC ≅ Triangle DEF (SSS Congruence)

 Statement 3: AC = DF (Given)

 Reason: By the SSS congruence postulate

Please note that the answer keys provided are only examples, and the actual triangles and proof
steps used may vary based on the specific content and context covered in your classroom.

Lesson Plan 1: Proving Statements on Triangle Congruence using Given Information

Objective: Students will learn how to prove statements about triangle congruence using given
information and congruence criteria.

Activity 1: Introduction to Proving Statements on Triangle Congruence

 Begin the lesson by introducing the concept of proving statements on triangle

congruence.
 Review the different congruence criteria, such as SSS, SAS, ASA, AAS, HL, and the
special case of isosceles triangles.
 Provide visual examples to illustrate the concept.

Activity 2: Proving Statements using Given Information

 Present students with a set of triangles and a statement to prove.

 Students should analyze the given information and use congruence criteria to prove the
statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 3: Mixed Statements Proofs

 Provide a set of triangles with various combinations of congruence criteria and given
information.
 Students should choose the appropriate congruence criterion and write a proof for each
statement.
 Review and discuss their proofs as a class, discussing different approaches and reasoning.

Activity 4: Proof Practice Problems

 Provide additional proof practice problems where students need to prove statements
about triangle congruence using given information.
 Students should write out the proofs, including the given information, statements, and
reasons.
 Review and discuss the answers, providing feedback as necessary.

Activity 5: Student-Created Proofs

 Assign students the task of creating their own statements on triangle congruence and
proving them using given information.
 Students should exchange their proofs with a partner and provide feedback on the clarity
and validity of the proof.
 Discuss some of the student-created proofs as a class, highlighting effective strategies
and areas for improvement.
Answer Key: Activity 2:

 Given: Triangle ABC and Triangle DEF, AB = DE, BC = EF, ∠BAC = ∠EDF
 Example:

 Statement to prove: Triangle ABC ≅ Triangle DEF

 Proof:
 Statement 1: AB = DE (Given)

 Statement 3: ∠BAC = ∠EDF (Given)

 Statement 2: BC = EF (Given)

 Statement 4: Triangle ABC ≅ Triangle DEF (ASA Congruence)

 Reason: By the ASA congruence postulate

Lesson Plan 2: Proving Statements on Congruence of Angle Bisectors

Objective: Students will learn how to prove statements about the congruence of angle bisectors
using properties of triangles.

Activity 1: Introduction to Angle Bisectors and Congruence

 Begin the lesson by reviewing the concept of angle bisectors and their properties.
 Discuss the properties of angle bisectors, such as dividing an angle into two congruent
angles.
 Provide visual examples to illustrate the concept.

Activity 2: Proving Statements on Angle Bisectors

 Present students with a set of triangles and a statement about the congruence of angle
bisectors.
 Students should analyze the given information and use the properties of triangles to prove
the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 3: Mixed Statements Proofs

 Provide a set of triangles with different configurations of angle bisectors.

 Students should prove statements about the congruence of angle bisectors using the given
information and properties of triangles.
 Review and discuss their proofs as a class, discussing different approaches and reasoning.

Activity 4: Proof Practice Problems

 Provide additional proof practice problems where students need to prove statements on
the congruence of angle bisectors.
 Students should write out the proofs, including the given information, statements, and
reasons.
 Review and discuss the answers, providing feedback as necessary.

Activity 5: Application of Angle Bisectors

 Engage students in a discussion about the importance and applications of angle bisectors
in geometry, such as finding the incenter of a triangle or proving properties of geometric
constructions.
  Encourage students to share examples where understanding the congruence of angle
bisectors has helped them in problem-solving.

Answer Key: Activity 2:

 Given: Triangle ABC, AD is the angle bisector of ∠BAC, AE is the angle

 Example:

bisector of ∠EAB
 Statement to prove: ∠BAD ≅ ∠CAE

 Statement 1: AD is the angle bisector of ∠BAC (Given)

 Proof:

 Statement 2: AE is the angle bisector of ∠EAB (Given)

 Statement 3: ∠BAD ≅ ∠CAE (Definition of Angle Bisector)
 Reason: The angle bisectors of an angle divide the angle into two
congruent angles

Lesson Plan 3: Proving Statements on Congruence of Medians and Altitudes

Objective: Students will learn how to prove statements about the congruence of medians and
altitudes using properties of triangles.

Activity 1: Introduction to Medians and Altitudes

 Begin the lesson by reviewing the concept of medians and altitudes in triangles.
 Discuss the properties of medians, such as dividing a side into two congruent segments,
and the properties of altitudes, such as forming right angles with the corresponding side.
 Provide visual examples to illustrate the concept.

Activity 2: Proving Statements on Medians

 Present students with a set of triangles and a statement about the congruence of medians.
 Students should analyze the given information and use the properties of triangles to prove
the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 3: Proving Statements on Altitudes

 Present students with a set of triangles and a statement about the congruence of altitudes.
 Students should analyze the given information and use the properties of triangles to prove
the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 4: Mixed Statements Proofs

 Provide a set of triangles with different configurations of medians and altitudes.

 Students should prove statements about the congruence of medians and altitudes using
the given information and properties of triangles.
 Review and discuss their proofs as a class, discussing different approaches and reasoning.
Activity 5: Proof Practice Problems

 Provide additional proof practice problems where students need to prove statements on
the congruence of medians and altitudes.
 Students should write out the proofs, including the given information, statements, and
reasons.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 2:

 Example:
 Given: Triangle ABC, AD is a median of BC
 Statement to prove: BD = DC
 Proof:
 Statement 1: AD is a median of BC (Given)
 Statement 2: AD divides BC into two congruent segments (Median
Property)
 Statement 3: BD = DC (Definition of Congruent Segments)
 Reason: The medians of a triangle divide each other into segments of
equal length

Lesson Plan 4: Proving Statements on Congruence of Diagonals in Quadrilaterals

Objective: Students will learn how to prove statements about the congruence of diagonals in
quadrilaterals using properties of triangles.

Activity 1: Introduction to Diagonals in Quadrilaterals

 Begin the lesson by reviewing the concept of diagonals in quadrilaterals.

 Discuss the properties of diagonals, such as dividing the quadrilateral into pairs of
congruent triangles.
 Provide visual examples to illustrate the concept.

Activity 2: Proving Statements on Diagonals in Parallelograms

 Present students with a parallelogram and a statement about the congruence of diagonals.
 Students should analyze the given information and use the properties of triangles to prove
the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 3: Proving Statements on Diagonals in Rectangles and Rhombi

 Present students with a rectangle or rhombus and a statement about the congruence of
diagonals.
 Students should analyze the given information and use the properties of triangles to prove
the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 4: Mixed Statements Proofs

  Provide a set of quadrilaterals with different configurations of diagonals.
 Students should prove statements about the congruence of diagonals using the given
information and properties of triangles.
 Review and discuss their proofs as a class, discussing different approaches and reasoning.

Activity 5: Proof Practice Problems

 Provide additional proof practice problems where students need to prove statements on
the congruence of diagonals in quadrilaterals.
 Students should write out the proofs, including the given information, statements, and
reasons.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 2:

 Example:

 Statement to prove: AC ≅ BD
 Given: Parallelogram ABCD

 Proof:

 Statement 2: Triangle ABC ≅ Triangle CDA (Diagonal divides

 Statement 1: Parallelogram ABCD (Given)

 Statement 3: AC ≅ DA (Corresponding parts of congruent triangles are

parallelogram into congruent triangles)

 Statement 4: Triangle BCD ≅ Triangle CDB (Diagonal divides

congruent)

 Statement 5: BC ≅ CD (Corresponding parts of congruent triangles are

parallelogram into congruent triangles)

 Statement 6: AC ≅ BD (Transitive property of congruence)

congruent)

 Reason: By the properties of diagonals in parallelograms

Please note that the answer keys provided are only examples, and the actual triangles,
quadrilaterals, and proof steps used may vary based on the specific content and context covered
in your classroom.

Lesson Plan 1: Proving Statements on Triangle Congruence using Congruence Postulates

Objective: Students will learn how to prove statements on triangle congruence using congruence
postulates, such as SSS (Side-Side-Side), SAS (Side-Angle-Side), ASA (Angle-Side-Angle), and
AAS (Angle-Angle-Side).

Activity 1: Introduction to Proving Statements on Triangle Congruence

 Begin the lesson by reviewing the concept of proving statements on triangle congruence.
 Discuss the congruence postulates of SSS, SAS, ASA, and AAS.
 Provide visual examples to illustrate the concept.

Activity 2: Proving Statements using SSS Congruence Postulate

 Present students with a set of triangles and a statement to prove.

  Students should use the SSS congruence postulate to prove the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 3: Proving Statements using SAS Congruence Postulate

 Present students with a set of triangles and a statement to prove.

 Students should use the SAS congruence postulate to prove the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 4: Proving Statements using ASA Congruence Postulate

 Present students with a set of triangles and a statement to prove.

 Students should use the ASA congruence postulate to prove the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 5: Proving Statements using AAS Congruence Postulate

 Present students with a set of triangles and a statement to prove.

 Students should use the AAS congruence postulate to prove the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Answer Key: Activity 2:

 Example:

 Statement to prove: Triangle ABC ≅ Triangle DEF

 Given: Triangle ABC and Triangle DEF, AB = DE, BC = EF, AC = DF

 Proof:
 Statement 1: AB = DE (Given)
 Statement 2: BC = EF (Given)

 Statement 4: Triangle ABC ≅ Triangle DEF (SSS Congruence)

 Statement 3: AC = DF (Given)

 Reason: By the SSS congruence postulate

Lesson Plan 2: Proving Statements on Congruence of Right Triangles

Objective: Students will learn how to prove statements on the congruence of right triangles using
congruence postulates and properties of right triangles.

Activity 1: Introduction to Proving Statements on Congruence of Right Triangles

 Begin the lesson by reviewing the concept of proving statements on the congruence of
right triangles.
 Discuss the congruence postulates, such as hypotenuse-leg (HL) and leg-leg (LL).
 Provide visual examples to illustrate the concept.
Activity 2: Proving Statements using HL Congruence Postulate

 Present students with a pair of right triangles and a statement to prove.

 Students should use the HL congruence postulate to prove the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 3: Proving Statements using LL Congruence Postulate

 Present students with a pair of right triangles and a statement to prove.

 Students should use the LL congruence postulate to prove the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 4: Proving Statements using Properties of Right Triangles

 Present students with a pair of right triangles and a statement to prove.

 Students should use the properties of right triangles, such as the Pythagorean theorem and
angle relationships, to prove the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 5: Proving Statements on Congruence of Right Triangles Practice

 Provide additional practice problems where students need to prove statements on the
congruence of right triangles.
 Students should write out the proofs, including the given information, statements, and
reasons.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 2:

 Example:

∠BAC = ∠EDF
 Given: Right Triangle ABC and Right Triangle DEF, AB = DE, AC = DF,

 Statement to prove: Right Triangle ABC ≅ Right Triangle DEF

 Proof:
 Statement 1: AB = DE (Given)

 Statement 3: ∠BAC = ∠EDF (Given)

 Statement 2: AC = DF (Given)

 Statement 4: Right Triangle ABC ≅ Right Triangle DEF (HL

Congruence)
 Reason: By the HL congruence postulate

Lesson Plan 3: Proving Statements on Congruence of Isosceles Triangles

Objective: Students will learn how to prove statements on the congruence of isosceles triangles
using congruence postulates and properties of isosceles triangles.

Activity 1: Introduction to Proving Statements on Congruence of Isosceles Triangles

  Begin the lesson by reviewing the concept of proving statements on the congruence of
isosceles triangles.
 Discuss the congruence postulates, such as SAS (Side-Angle-Side) and SSS (Side-Side-
Side).
 Provide visual examples to illustrate the concept.

Activity 2: Proving Statements using SAS Congruence Postulate

 Present students with a pair of isosceles triangles and a statement to prove.

 Students should use the SAS congruence postulate to prove the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 3: Proving Statements using SSS Congruence Postulate

 Present students with a pair of isosceles triangles and a statement to prove.

 Students should use the SSS congruence postulate to prove the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 4: Proving Statements using Properties of Isosceles Triangles

 Present students with a pair of isosceles triangles and a statement to prove.

 Students should use the properties of isosceles triangles, such as the congruence of base
angles and the congruence of legs, to prove the statement.
 Students should write out the proof, including the given information, statements, and
reasons.
 Review and discuss their proofs as a class, providing feedback and explanations as
needed.

Activity 5: Proving Statements on Congruence of Isosceles Triangles Practice

 Provide additional practice problems where students need to prove statements on the
congruence of isosceles triangles.
 Students should write out the proofs, including the given information, statements, and
reasons.
 Review and discuss the answers, providing feedback as necessary.

Answer Key: Activity 2:

 Given: Isosceles Triangle ABC and Isosceles Triangle DEF, AB = DE, ∠ABC =
 Example:

∠DEF, BC = EF
 Statement to prove: Isosceles Triangle ABC ≅ Isosceles Triangle DEF
 Proof:

 Statement 2: ∠ABC = ∠DEF (Given)

 Statement 1: AB = DE (Given)

 Statement 4: Isosceles Triangle ABC ≅ Isosceles Triangle DEF (SAS

 Statement 3: BC = EF (Given)

Congruence)
 Reason: By the SAS congruence postulate
Lesson Plan 4: Proving Statements on Congruence of Triangles Review

Objective: Students will review and apply their knowledge of proving statements on triangle
congruence by solving a variety of proof problems.

Activity 1: Review of Congruence Proof Concepts

 Begin the lesson by reviewing the concepts of proving statements on triangle congruence.
 Review the congruence postulates, such as SSS, SAS, ASA, AAS, HL, and properties of
right triangles and isosceles triangles.
 Discuss the steps involved in writing a congruence proof and the importance of clear
statements and reasons.

Activity 2: Proof Writing Practice

 Provide a set of congruence proof statements with missing reasons.

 Students should complete the proof statements by providing the appropriate reasons for
each step.
 Review and discuss their completed proof statements as a class, providing feedback and
explanations as needed.

Activity 3: Proof Justification

 Present students with a set of congruent triangles and a statement about the triangles.
 Students should determine if the given statement is true based on the congruence of the
triangles.
 They should justify their answer by writing a proof or explanation.
 Review and discuss their justifications as a class, providing feedback and explanations as
needed.

Activity 4: Proof Construction

 Provide students with a set of given information and a statement to prove.

 Students should construct a proof for the given statement using the congruence criteria
and properties they have learned.
 Review and discuss their proofs as a class, discussing different approaches and reasoning.

Activity 5: Real-World Application

 Engage students in a discussion about real-world applications of triangle congruence

proofs, such as engineering, architecture, and geometry proofs in other mathematical
concepts.
 Encourage students to share examples where understanding congruence proofs has helped
them solve real-world problems.

Answer Key: Activity 2:

 Given: Triangle ABC ≅ Triangle DEF

 Example:

 Statement 1: AB ≅ DE (Given)
 Proof:

 Statement 2: BC ≅ EF (Given)
 Statement 3: AC ≅ DF (Given)
 Statement 4: Triangle ABC ≅ Triangle DEF (SSS Congruence)
 Reason: By the SSS congruence postulate
Please note that the answer keys provided are only examples, and the actual triangles and proof
steps used may vary based on the specific content and context covered in your classroom.

Lesson Plan 1: Introduction to Perpendicular Lines and Triangle Congruence

Objective: Students will understand the concept of perpendicular lines and learn how to apply
triangle congruence to construct perpendicular lines.

Activity 1: Introduction to Perpendicular Lines

 Begin the lesson by introducing the concept of perpendicular lines.

 Discuss the characteristics of perpendicular lines, such as forming right angles and
intersecting at a single point.
 Provide visual examples to illustrate the concept.

Activity 2: Review of Triangle Congruence

 Review the concept of triangle congruence and the congruence criteria, such as SSS,
SAS, ASA, and AAS.
 Provide a brief overview of how triangle congruence can be applied to construct
perpendicular lines.

Activity 3: Constructing Perpendicular Lines using Triangle Congruence

 Present students with a pair of triangles and a statement about constructing perpendicular
lines.
 Students should analyze the given information and apply triangle congruence to construct
the perpendicular lines.
 Students should draw the construction and provide a brief explanation of their reasoning.
 Review and discuss their constructions as a class, providing feedback and explanations as
needed.

Activity 4: Applying Perpendicular Lines in Geometric Constructions

 Provide students with various geometric construction problems that involve constructing
perpendicular lines.
 Students should apply their knowledge of triangle congruence and perpendicular lines to
complete the constructions.
 Review and discuss the completed constructions as a class, discussing different
approaches and reasoning.

Activity 5: Real-World Application of Perpendicular Lines

 Engage students in a discussion about real-world applications of perpendicular lines, such

as architecture, engineering, and map-making.
 Encourage students to share examples where understanding perpendicular lines and their
constructions have practical significance.

Answer Key: Activity 3:

 Example:
  Given: Triangle ABC and Triangle DEF, AB ≅ DE, AC ≅ DF, ∠BAC ≅ ∠EDF
 Statement: Construct a perpendicular line to BC passing through the vertex A.
 Construction:
 Step 1: Draw segment BC.
 Step 2: Construct Triangle ABC and Triangle DEF according to the given

 Step 3: Use the fact that AB ≅ DE and AC ≅ DF to conclude that

information.

Triangle ABC ≅ Triangle DEF (SAS Congruence).

 Step 4: Draw a line passing through A and perpendicular to BC,
intersecting BC at point P.
 Step 5: AP is perpendicular to BC as desired.

Lesson Plan 2: Constructing Perpendicular Bisectors

Objective: Students will learn how to construct perpendicular bisectors of line segments using
triangle congruence.

Activity 1: Introduction to Perpendicular Bisectors

 Begin the lesson by reviewing the concept of perpendicular bisectors.

 Discuss the characteristics of perpendicular bisectors, such as dividing a line segment
into two equal parts and being perpendicular to the line segment at the midpoint.
 Provide visual examples to illustrate the concept.

Activity 2: Review of Triangle Congruence Criteria

 Review the congruence criteria, such as SSS, SAS, ASA, and AAS, which can be applied
to construct perpendicular bisectors.
 Discuss how these criteria can be used to establish congruent triangles and apply them in
constructing perpendicular bisectors.

Activity 3: Constructing Perpendicular Bisectors using Triangle Congruence

 Present students with a line segment and a task to construct its perpendicular bisector.
 Students should analyze the given information and apply triangle congruence to construct
the perpendicular bisector.
 Students should draw the construction and provide a brief explanation of their reasoning.
 Review and discuss their constructions as a class, providing feedback and explanations as
needed.

Activity 4: Applying Perpendicular Bisectors in Geometric Constructions

 Provide students with various geometric construction problems that involve constructing
perpendicular bisectors.
 Students should apply their knowledge of triangle congruence and perpendicular
bisectors to complete the constructions.
 Review and discuss the completed constructions as a class, discussing different
approaches and reasoning.

Activity 5: Real-World Application of Perpendicular Bisectors

 Engage students in a discussion about real-world applications of perpendicular bisectors,

such as constructing perpendicular roads, finding the center of a circle, and dividing
objects into equal parts.
 Encourage students to share examples where understanding perpendicular bisectors and
their constructions have practical significance.
Answer Key: Activity 3:

 Example:
 Given: Line segment AB.
 Task: Construct the perpendicular bisector of AB.
 Construction:
 Step 1: Draw line segment AB.
 Step 2: Find the midpoint M of AB.
 Step 3: Draw a circle with center M and a radius greater than MA or MB.
 Step 4: Label the points where the circle intersects AB as C and D.
 Step 5: Draw the line segment CD.
 Step 6: CD is the perpendicular bisector of AB, as it divides AB into two
equal parts and is perpendicular to AB at point M.

Lesson Plan 3: Constructing Altitudes

Objective: Students will learn how to construct altitudes of triangles using triangle congruence.

Activity 1: Introduction to Altitudes

 Begin the lesson by reviewing the concept of altitudes in triangles.

 Discuss the characteristics of altitudes, such as being perpendicular to the base and
intersecting at a single point.
 Provide visual examples to illustrate the concept.

Activity 2: Review of Triangle Congruence Criteria

 Review the congruence criteria, such as SSS, SAS, ASA, and AAS, which can be applied
to construct altitudes.
 Discuss how these criteria can be used to establish congruent triangles and apply them in
constructing altitudes.

Activity 3: Constructing Altitudes using Triangle Congruence

 Present students with a triangle and a task to construct its altitudes.

 Students should analyze the given information and apply triangle congruence to construct
the altitudes.
 Students should draw the construction and provide a brief explanation of their reasoning.
 Review and discuss their constructions as a class, providing feedback and explanations as
needed.

Activity 4: Applying Altitudes in Geometric Constructions

 Provide students with various geometric construction problems that involve constructing
altitudes.
 Students should apply their knowledge of triangle congruence and altitudes to complete
the constructions.
 Review and discuss the completed constructions as a class, discussing different
approaches and reasoning.

Activity 5: Real-World Application of Altitudes

 Engage students in a discussion about real-world applications of altitudes, such as

constructing buildings, determining heights or distances, and solving navigation
problems.
  Encourage students to share examples where understanding altitudes and their
constructions have practical significance.

Answer Key: Activity 3:

 Example:
 Given: Triangle ABC.
 Task: Construct the altitudes of Triangle ABC.
 Construction:
 Step 1: Draw Triangle ABC.
 Step 2: Select any side of the triangle, such as AB, and construct a
perpendicular line from the opposite vertex C to AB, intersecting at point
D.
 Step 3: Repeat the process for the other two sides, constructing
perpendicular lines from vertices A and B to their respective opposite
sides.
 Step 4: The three perpendicular lines drawn are the altitudes of Triangle
ABC, intersecting at point D, E, and F.

Lesson Plan 4: Constructing Right Triangles

Objective: Students will learn how to construct right triangles using triangle congruence and
properties of right triangles.

Activity 1: Introduction to Constructing Right Triangles

 Begin the lesson by introducing the concept of constructing right triangles.

 Discuss the characteristics of right triangles, such as having one right angle and satisfying
the Pythagorean theorem.
 Provide visual examples to illustrate the concept.

Activity 2: Review of Triangle Congruence Criteria

 Review the congruence criteria, such as SSS, SAS, ASA, and AAS, which can be applied
to construct right triangles.
 Discuss how these criteria can be used to establish congruent triangles and apply them in
constructing right triangles.

Activity 3: Constructing Right Triangles using Triangle Congruence

 Present students with a pair of congruent triangles and a task to construct a right triangle.
 Students should analyze the given information and apply triangle congruence to construct
the right triangle.
 Students should draw the construction and provide a brief explanation of their reasoning.
 Review and discuss their constructions as a class, providing feedback and explanations as
needed.

Activity 4: Applying Right Triangles in Geometric Constructions

 Provide students with various geometric construction problems that involve constructing
right triangles.
 Students should apply their knowledge of triangle congruence and right triangles to
complete the constructions.
 Review and discuss the completed constructions as a class, discussing different
approaches and reasoning.
Activity 5: Real-World Application of Right Triangles

 Engage students in a discussion about real-world applications of right triangles, such as

finding heights, determining distances using trigonometry, and solving navigation
problems involving right-angle turns.
 Encourage students to share examples where understanding right triangles and their
constructions have practical significance.

Answer Key: Activity 3:

 Given: Triangle ABC ≅ Triangle DEF.

 Example:

 Task: Construct a right triangle using the given information.

 Construction:
 Step 1: Draw Triangle ABC and Triangle DEF.
 Step 2: Identify a side in Triangle ABC that can serve as the hypotenuse of
the right triangle, such as AB.
 Step 3: Construct a perpendicular line from one endpoint of AB, such as
point A, to the opposite side BC, intersecting at point D.
 Step 4: Connect the remaining endpoints, such as B and D, to complete the
right triangle ABD.
 Step 5: Triangle ABD is a right triangle, with AB as the hypotenuse and
AD and BD as the legs.

Please note that the answer keys provided are examples, and the actual triangles, lines, and
constructions used may vary based on the specific content and context covered in your
classroom.

Lesson Plan 1: Introduction to Angle Bisectors

Objective: Students will understand the concept of angle bisectors and learn how to apply
triangle congruence to construct angle bisectors.

Activity 1: Introduction to Angle Bisectors

 Begin the lesson by introducing the concept of angle bisectors.

 Discuss the characteristics of angle bisectors, such as dividing an angle into two
congruent angles and intersecting the angle at its vertex.
 Provide visual examples to illustrate the concept.

Activity 2: Review of Triangle Congruence

 Review the concept of triangle congruence and the congruence criteria, such as SSS,
SAS, ASA, and AAS.
 Discuss how triangle congruence can be applied to construct angle bisectors.

Activity 3: Constructing Angle Bisectors using Triangle Congruence

 Present students with a triangle and a task to construct angle bisectors.

 Students should analyze the given information and apply triangle congruence to construct
the angle bisectors.
  Students should draw the construction and provide a brief explanation of their reasoning.
 Review and discuss their constructions as a class, providing feedback and explanations as
needed.

Activity 4: Applying Angle Bisectors in Geometric Constructions

 Provide students with various geometric construction problems that involve constructing
angle bisectors.
 Students should apply their knowledge of triangle congruence and angle bisectors to
complete the constructions.
 Review and discuss the completed constructions as a class, discussing different
approaches and reasoning.

Activity 5: Real-World Application of Angle Bisectors

 Engage students in a discussion about real-world applications of angle bisectors, such as

navigation systems, dividing angles in architectural design, and dividing a pizza into
equal slices.
 Encourage students to share examples where understanding angle bisectors and their
constructions have practical significance.

Answer Key: Activity 3:

 Example:
 Given: Triangle ABC.
 Task: Construct the angle bisectors of Triangle ABC.
 Construction:
 Step 1: Draw Triangle ABC.
 Step 2: Take any two sides of the triangle, such as AB and AC, and
construct their respective angle bisectors.
 Step 3: The intersection point of the two angle bisectors is the incenter of
the triangle, and the angle bisectors divide each angle into two congruent
angles.

Lesson Plan 2: Constructing Incenter and Angle Bisectors

Objective: Students will learn how to construct the incenter of a triangle and its angle bisectors
using triangle congruence.

Activity 1: Introduction to Incenter and Angle Bisectors

 Begin the lesson by reviewing the concept of the incenter and angle bisectors of a
triangle.
 Discuss the characteristics of the incenter and angle bisectors, such as being equidistant
from the sides of the triangle and dividing the angles into two congruent angles.
 Provide visual examples to illustrate the concept.

Activity 2: Review of Triangle Congruence Criteria

 Review the congruence criteria, such as SSS, SAS, ASA, and AAS, which can be applied
to construct the incenter and angle bisectors.
 Discuss how these criteria can be used to establish congruent triangles and apply them in
constructing the incenter and angle bisectors.

Activity 3: Constructing the Incenter using Triangle Congruence

  Present students with a triangle and a task to construct the incenter.
 Students should analyze the given information and apply triangle congruence to construct
the incenter.
 Students should draw the construction and provide a brief explanation of their reasoning.
 Review and discuss their constructions as a class, providing feedback and explanations as
needed.

Activity 4: Constructing Angle Bisectors using Incenter

 Using the incenter constructed in the previous activity, present students with a triangle
and a task to construct the angle bisectors.
 Students should analyze the given information and apply the concept of the incenter to
construct the angle bisectors.
 Students should draw the construction and provide a brief explanation of their reasoning.
 Review and discuss their constructions as a class, providing feedback and explanations as
needed.

Activity 5: Applying Incenter and Angle Bisectors in Geometric Constructions

 Provide students with various geometric construction problems that involve using the
incenter and angle bisectors.
 Students should apply their knowledge of triangle congruence, incenter, and angle
bisectors to complete the constructions.
 Review and discuss the completed constructions as a class, discussing different
approaches and reasoning.

Answer Key: Activity 3:

 Example:
 Given: Triangle ABC.
 Task: Construct the incenter of Triangle ABC.
 Construction:
 Step 1: Draw Triangle ABC.
 Step 2: Construct the angle bisectors of each angle of the triangle.
 Step 3: The intersection point of the three angle bisectors is the incenter of
the triangle.

Activity 4:

 Example:
 Given: Triangle ABC with incenter I.
 Task: Construct the angle bisectors of Triangle ABC using the incenter I.
 Construction:
 Step 1: Draw Triangle ABC with incenter I.
 Step 2: Connect each vertex of the triangle to the incenter I.
 Step 3: The lines drawn are the angle bisectors of Triangle ABC.

Lesson Plan 3: Constructing Circumcenter and Perpendicular Bisectors

Objective: Students will learn how to construct the circumcenter of a triangle and its
perpendicular bisectors using triangle congruence.

Activity 1: Introduction to Circumcenter and Perpendicular Bisectors

 Begin the lesson by reviewing the concept of the circumcenter and perpendicular
bisectors of a triangle.
  Discuss the characteristics of the circumcenter and perpendicular bisectors, such as being
equidistant from the vertices of the triangle and dividing the sides into two equal parts.
 Provide visual examples to illustrate the concept.

Activity 2: Review of Triangle Congruence Criteria

 Review the congruence criteria, such as SSS, SAS, ASA, and AAS, which can be applied
to construct the circumcenter and perpendicular bisectors.
 Discuss how these criteria can be used to establish congruent triangles and apply them in
constructing the circumcenter and perpendicular bisectors.

Activity 3: Constructing the Circumcenter using Triangle Congruence

 Present students with a triangle and a task to construct the circumcenter.

 Students should analyze the given information and apply triangle congruence to construct
the circumcenter.
 Students should draw the construction and provide a brief explanation of their reasoning.
 Review and discuss their constructions as a class, providing feedback and explanations as
needed.

Activity 4: Constructing Perpendicular Bisectors using Circumcenter

 Using the circumcenter constructed in the previous activity, present students with a
triangle and a task to construct the perpendicular bisectors.
 Students should analyze the given information and apply the concept of the circumcenter
to construct the perpendicular bisectors.
 Students should draw the construction and provide a brief explanation of their reasoning.
 Review and discuss their constructions as a class, providing feedback and explanations as
needed.

Activity 5: Applying Circumcenter and Perpendicular Bisectors in Geometric Constructions

 Provide students with various geometric construction problems that involve using the
circumcenter and perpendicular bisectors.
 Students should apply their knowledge of triangle congruence, circumcenter, and
perpendicular bisectors to complete the constructions.
 Review and discuss the completed constructions as a class, discussing different
approaches and reasoning.

Answer Key: Activity 3:

 Example:
 Given: Triangle ABC.
 Task: Construct the circumcenter of Triangle ABC.
 Construction:
 Step 1: Draw Triangle ABC.
 Step 2: Construct the perpendicular bisectors of each side of the triangle.
 Step 3: The intersection point of the three perpendicular bisectors is the
circumcenter of the triangle.

Activity 4:

 Example:
 Given: Triangle ABC with circumcenter O.
 Task: Construct the perpendicular bisectors of Triangle ABC using the
circumcenter O.
  Construction:
 Step 1: Draw Triangle ABC with circumcenter O.
 Step 2: Construct a perpendicular line from the circumcenter O to each
side of the triangle.
 Step 3: The lines drawn are the perpendicular bisectors of Triangle ABC.

Lesson Plan 4: Constructing Orthocenter and Altitudes

Objective: Students will learn how to construct the orthocenter of a triangle and its altitudes
using triangle congruence.

Activity 1: Introduction to Orthocenter and Altitudes

 Begin the lesson by reviewing the concept of the orthocenter and altitudes of a triangle.
 Discuss the characteristics of the orthocenter and altitudes, such as being the point of
intersection of the altitudes and perpendicular to the corresponding sides.
 Provide visual examples to illustrate the concept.

Activity 2: Review of Triangle Congruence Criteria

 Review the congruence criteria, such as SSS, SAS, ASA, and AAS, which can be applied
to construct the orthocenter and altitudes.
 Discuss how these criteria can be used to establish congruent triangles and apply them in
constructing the orthocenter and altitudes.

Activity 3: Constructing the Orthocenter using Triangle Congruence

 Present students with a triangle and a task to construct the orthocenter.

 Students should analyze the given information and apply triangle congruence to construct
the orthocenter.
 Students should draw the construction and provide a brief explanation of their reasoning.
 Review and discuss their constructions as a class, providing feedback and explanations as
needed.

Activity 4: Constructing Altitudes using Orthocenter

 Using the orthocenter constructed in the previous activity, present students with a triangle
and a task to construct the altitudes.
 Students should analyze the given information and apply the concept of the orthocenter to
construct the altitudes.
 Students should draw the construction and provide a brief explanation of their reasoning.
 Review and discuss their constructions as a class, providing feedback and explanations as
needed.

Activity 5: Applying Orthocenter and Altitudes in Geometric Constructions

 Provide students with various geometric construction problems that involve using the
orthocenter and altitudes.
 Students should apply their knowledge of triangle congruence, orthocenter, and altitudes
to complete the constructions.
 Review and discuss the completed constructions as a class, discussing different
approaches and reasoning.

Answer Key: Activity 3:

 Example:
  Given: Triangle ABC.
 Task: Construct the orthocenter of Triangle ABC.
 Construction:
 Step 1: Draw Triangle ABC.
 Step 2: Construct the altitudes of the triangle, which are the perpendicular
lines from each vertex to the opposite side.
 Step 3: The point of intersection of the three altitudes is the orthocenter of
the triangle.

Activity 4:

 Example:
 Given: Triangle ABC with orthocenter H.
 Task: Construct the altitudes of Triangle ABC using the orthocenter H.
 Construction:
 Step 1: Draw Triangle ABC with orthocenter H.
 Step 2: Draw the perpendicular lines from each vertex to the opposite side.
 Step 3: The lines drawn are the altitudes of Triangle ABC.

Please note that the answer keys provided are examples, and the actual triangles, lines, and
constructions used may vary based on the specific content and context covered in your
classroom.