GENERAL SANTOS HOPE CHRISTIAN SCHOOL

Block 5, Dadiangas Heights General Santos City, Philippines

GEOMETRY Year Level: HS 3 Lesson Topic: Length of Lesson:

George L. Lim Inequalities in Triangles 17 Sessions

Stage 1 - Desired Results 1. Prove theorems through the use of indirect proof. 2. Use triangle inequalities in solving real-world problems when only some measures of a triangle are known.

Stage 2 - Assessment Evidence Understanding(s)/goals: Essential Question(s): Students will understand: * What are the relationships between the * that indirect reasoning can be used to help us lengths of the sides and measures of the come up with an intelligent decision in a real life angles of a triangle? situation. * What is the difference between inductive reasoning and deductive reasoning?

Student will know * Isosceles Triangle Theorem * Properties of Inequalities * Indirect proof * Triangle Inequality Theorem * Hinge Theorem * Converse of the Hinge Theorem * Congruence in Space

Performance Task(s): Group Activity 1 Page 194. Investigation.

Student will be able to * prove and apply theorems and corollaries about isosceles triangles. * apply properties if inequality to measures of segments and angles. * write indirect proof using inequalities. * apply inequality relations for one triangle and for two triangles * apply the Triangle Inequality Theorem. * identify dihedral angles and their plane angles. Stage 2 - Assessment Evidence Other Evidence: Oral report in class of the results of the performance task. Seatwork/Homework

Group Activity 2 Name the dihedral angles formed in the classroom.

Quizzes/ Mastery test

Rubric: 4 - Excellent, 3 - Good, 2 - Competent, 1 - Needs Improvement 0 - Needs Help

Level 4: Shows full understanding in writing formal proof with correct justification. Shows proficiency in knowledge of inequalities in triangles. Solutions are correct. Logic terms are used correctly. Level 3: Shows understanding in writing formal proof but with few mistakes. Shows proficiency in knowledge of inequalities in triangles. Solutions contain minor flaws. Logic terms are used correctly with a few exceptions. Level 2: Shows partial understanding in writing formal proof with lots of mistakes. Lacks proficiency in knowledge of inequalities in triangles. Solutions contain some errors. Logic terms are not always used appropriately. Level 1: Lacks understanding in writing formal proof and lacks proficiency in knowledge of inequalities in triangles. Solutions contain major errors. Logic terms are used incorrectly. Level 0: Confused. Does not know how to start writing a formal proof. Poor knowledge of inequalities in triangles. Major elements are incomplete or missing. Stage 3 - Learning Plan Learning Activities: 5.1 Congruence in a Single Triangle :Isosceles Triangle Theorem. Ask students to define isosceles, equilateral, equiangular, and scalene triangles. Ask students to generalize about the measures of the angles opposite the congruent sides. Have student propose a theorem about the angles opposite congruent sides of a triangle. Ask students to reword the Isosceles Triangle Theorem . Seatwork/Quiz 5.2 Properties of Inequality Emphasize how the definition of greater than can be applied in a geometric setting. Illustrate the properties of inequality in numbers and then in geometric settings. Make certain that students understand the two subtraction properties. Seatwork/Quiz 5.3 Strategy: Use Indirect Proof Students often have difficulty with indirect proof, because the logic that underlies it is subtle. Emphasize the two laws of logic that are used in indirect proof: a statement is either true or false and it cannot be both at the same time. Make certain that students understand how these laws of logic are embodied in indirect proof. Part of students difficulties with indirect proof can be alleviated by providing many examples and many opportunities in which they are asked to prove theorems indirectly. Mix direct and indirect proofs to give students experience in deciding when each proof form is appropriate. Seatwork/Quiz

Session 1

Session 2 Session 3

Session 4 Session 5/Session 6

Session 7

5.4 Indirect Proof and Inequalities

Session 8/Session 9

Ask students to form the negation of the following statements, listing all alternatives. a.) mA m b.) mC > mD c.) m = mF Point out that in b and c, the trichotomy property produces two alternatives. Continue to emphasize the logic of indirect proofs. This idea is often difficult for students. Tell students that proofs involving inequalities are more like to involve indirect reasoning than are proofs involving equations or congruences. Seatwork/Quiz 5.5 Inequalities in One Triangle Ask student to differentiate inductive and deductive reasoning. Have students use inductive reasoning to draw conclusion. Use an indirect proof to prove Theorem 5.7 Seatwork/Quiz 5.6 More on Inequalities Discuss the Triangle Inequality Theorem, Hinge Theorem and Converse of the Hinge Theorem. The Hinge Theorem is sometimes called the SAS Inequality Theorem. Help student see the relationship between the SAS Postulates and the Hinge Theorem as well as the relationship between the converse of the Hinge Theorem and the SSS Postulate. Seatwork/Quiz 5.7 Congruence in Space: Dihedral Angles Differentiate between plane angle and dihedral angle. Illustrate dihedral angles. Seatwork/Quiz Mastery Test Session 16/Session 17 Session 10 Session 11

Session 12 Session 13

Session 14 Session 15

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