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Hypotenuse-Leg congruence conditions. The first thing I did to plan my lesson with clear

objectives was to translate that objective in the TEKS into the format found on the Fundamental

Five by Mike Laid and Sean Cain. Following that I came up with: “We will find out if triangles

are congruent meaning they are the same size, shape, or are mirror images of each other.

I will compare different triangles to prove which ones are congruent and defend with a group my

position. Essential Question: How can you use congruence to predict the components of a

triangle?”

My goal was for my students to understand what it meant for students to be congruent

beyond learning the rules by memory, I tried to have them do hands-on activities in which they

would have to do the procedure “backwards” instead of giving them a worksheet with triangles

asking them if they were congruent or not, I gave the students an assignment in which they had

to create the triangles. That was my way to make sure the goals were achieved in the lesson.

Although, the Elaborate or the individual practice is the lengthiest part of the lesson, all of the

other portions are just as important for student learning. The way I tried to achieve the goal of

the students understanding congruent triangles beyond learning the rules and have them think

critically about what it means for triangles to be congruent, was to add real life examples such as

fingerprints in a crime scene to allow them to grasp the concept and learn the rules with critical

thinking.

experience. That way what students learn they can apply and build on for future classes. I

incorporated content vocabulary by using a handout for advanced notes the students could follow

along the lecture and the slides on the PowerPoint. On that handout they need to write the

definition of congruence, the rules and write notes and an example on them. The lesson started

with real life examples such as the fingerprints and the crime scene, these examples anchor

knowledge of the real world they understand and know to the new knowledge about congruence.

I planned to use the previous knowledge students are familiar with and that seems interesting to

them in the engage part of my lesson. My goal was to activate students’ prior knowledge in the

fact that fingerprints are the same to engage them to understand congruence. I planned to

communicate structured tasks requiring students to use skills to explore, those tasks were giving

them an assortment of triangles in which they had to pair congruent triangles. The triangles were

cut out, thus the students were able to put triangles on top of each other to check for congruence,

they could just see they are the same, doing it hands-on. This task was meant to help students

planned to explain academic content vocabulary with a Prezi and the handout for the notes,

students wrote definitions and rules and looked at examples to put a “face” on the words, this

was my literacy strategy. I mentioned before how academic vocabulary is important to build on

for future classes, thus my goal was to make sure I had the students take time to learn the

For the elaborate part of my lesson, my goal was to have students do collaborate problem

solving and solution seeking to extend their conceptual understanding of the content, I did this by

having the students work in teams and work “backwards” they were given a triangle and they

had to do a mock trial. Their triangle was either innocent or guilty and they had to create the

crime scene on a poster board, if the triangle was guilty the triangle on the poster board would be

the same as the triangle they were given, thus congruent; if their triangle was innocent the

triangle from the crime scene would not be congruent. They had to prove congruence by using

the rules they had learned in the explain portion, this way they created a triangle to prove or

disprove congruence instead of just figuring out if two triangles were congruent or not.

Afterwards, they presented their crime scenes in a mock trial and the other team had to be

convinced of their arguments. For the formative assessments, my goal was to evaluate student’s

content understanding, I did this by embedding questions into the Prezi when I was doing the

explain and used a method of rock, paper, scissors, instead of a, b, c, to do multiple choice

questions. For the closing activity, I used an exit ticket and had students write on an index card

why we use congruent triangles in real life. This was my way of incorporating critical writing

into a math lesson, also it allowed students to bring their knowledge in the classroom into real

life situations.

There are still many places in which I can and want to improve on for future lessons.

What I did well and want to continue doing, was to do themes on as many lessons as it is

possible to, because I think the students enjoyed the fact that I dressed up and did the whole

lesson as if they were part of a crime scene. I think it is important to go out of our comfort zone

to teach. I also think it was good to have the students create their own triangles since they had to

think critically about the content. For my future lessons, I want to over plan a bit more, for this

lesson I had planned to do my explain part in a lot longer and it ended up being shorter since

there weren’t as many students and that ended up making my whole lesson a lot shorter, which

on a real classroom I would have wasted those extra minutes, also I want to incorporate more

critical writing into my lesson and a specific formative assessment, although I think it is

important to embed it into the lesson I also want to improve on that. Overall, I learned a lot about

how lesson plans need to be made by putting it to practice for my lesson and it made me look

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