Math II: Exploring Triangle Similarity

Kevin Tohak and Andy Khounmeuang

Mathematics Learning Objectives

Students will be able to…
1. Prove that a triangle is similar using the AA (Angle-Angle), SAS (Side-Angle-Side), and
SSS (Side-Side-Side) criterion.
2. Use dynamic geometry tools to understand similarity.

Language Objectives:
Students will be able to...
1. Make ​conjectures​ on triangle similarity.
2. Compare/contrast ​the different types of theorems related to triangle similarity.
3. Understand key words​ such as similarity, scale factor, AA, SAS, and SSS.

Essential Question:
How can we effectively identify whether or not triangles are similar, through the usage of
geometrical software?

Common Core State Mathematics Standards:

● HSG.SRT.A.2: ​Given two figures, use the definition of similarity in terms of similarity
transformations to decide if they are similar; explain using similarity transformations the
meaning of similarity for triangles as the equality of all corresponding pairs of angles and
the proportionality of all corresponding pairs of sides.
● HSG.SRT.A.3: ​Use the properties of similarity transformations to establish the AA
criterion for two triangles to be similar.
● Mathematical Practice 3: Construct viable arguments and critique the reasoning of others
● Mathematical Practice 4: Model with Mathematics

Materials: ​Laptops w/ Internet access (Bring your own or provided by laptop cart), Google
Drive, Google Docs, Google Slides, GeoGebra, Geometer’s Sketchpad, Padlet, Calculators,
Projector

Notes to the reader:​ Students should already be familiar with...

1. Similarity (this lesson is an extension).
2. GeoGebra and Sketchpad.
3. Rotations, translations, and reflections.
4. Triangle Congruence.
 5. HSS.SRT.A.4: A line parallel to one side of a triangle divides the other two
proportionally (used in the PowerPoint discussion).

Detailed Plan for Instructional Time (90 minutes)

Time What is the teacher doing? (Be sure to What are students doing? If
include questions the teacher will ask they are interacting with a
and academic language supports and technology tool or other
details of technologies or materials, please describe.
other materials used)

15 Minutes PowerPoint: ​The teacher is teaching using PowerPoint: ​The students should have
the ​PowerPoint​. This should be a rapid paper out to take notes. Students will
review of AA, SAS, and SSS (Slides 1-6). write down the answers to slide 7 on
Afterwards, the teacher should go to slide 7 their sheet of paper. They are able to
and have students work on it individually make corrections when the teacher
for about 3 minutes. The teacher will give reveals the answer. When slide 8 gets
out the answer to the quick check and shown, the students should have a small
answer ​questions. ​Finally, the teacher discussion with 2-3 students (depending
should show slide 8, where a mathematical on how they are sitting).
discussion about the answer should occur
in small groups. Teacher questions are in Q1: Does AA similarity imply AAA
the PowerPoint. similarity?

A1: Yes, because two angles are similar, Q2: *giggles* Does ASS imply
the third one is automatically similar, thus similarity? That’s another combination
implying AAA similarity. we can do.

A2: No, that does not imply similarity. We

will understand why later in the course.

5 Minutes Introduce Task: ​The teacher will Introduce Task: ​The students should
introduce the “Exploring Triangle be listening to the task being explained.
Similarity Geogebra Task.” The teacher Students should split up into groups
should answer any introductory ​questions based off of their number and go to their
that students might have about the task (i.e. designated spot with a laptop in hand to
how many minutes they have, how the go to GeoGebra with the worksheet.
work should be shown, etc…). The teacher GeoGebra Handout
should split up the groups by “counting
off” to six, making six groups. Groups 1
and 2 will get AA, 3 and 4 will get SSS,
and 5 and 6 will get SAS.

10 Minutes GeoGebra Task: ​The teacher will walk GeoGebra Task: ​The students will
around the room and make sure that all of access the worksheet and then click on
 the students have their proper GeoGebra the link that corresponds with the proof
file opened up. Once they all have it open, type they were assigned. They will then
the teacher will walk around the classroom read over the instructions given on the
to make sure they’re on track. The worksheet and begin to fill out the table.
teacher’s goal throughout the activity is to For each proof, they will look at the
regulate it, make sure it is going smoothly GeoGebra file given and pick which
for all students, and answer any​ questions triangles are similar to one another.
that are presented. They will do this by using the tools,
their calculators, and comparing the
A1: To preserve the triangle, the triangles triangles to one another. Once those are
are locked. Students are able to zoom in identified, they will explain how the
and out when needed. proof is applied to the and i​ts
justification. If they have any questions,
A2: For this task, students are expected to they are free to raise their hand and ask
show their geogebra skills (using the angle their teacher. Upon completion, they
and length tools to find the angles and will sit and wait until their classmates
length of the triangle). are finished.

Teacher Note​: This is a differentiated Q1: Why can’t I drag the triangles?
version. The teacher may have put all the
triangles in one Geogebra document and Q2: How do I know if the triangles are
tell the students find the triangles that are similar? I only see the triangles and
similar and to organize it by AA, SAS, and nothing else!
SSS.

5 Minutes Discussions on GeoGebra Task: ​The Discussions on GeoGebra Task:​ The

teacher will gather the attention of the class class will pay attention to the teacher’s
and pull up each group’s worksheet on the instruction and take out the necessary
projector. Students will be instructed to resources to take notes. The students
take out resources necessary to take notes. will either present their findings from
It will go in order of AA → SSS → SAS. their task, or sit quietly and take notes
The teacher will have one representative on what they’re learning. If they have
from each group present their findings and questions​ on what their classmates are
have them answe​r questions fro​m their presenting, they will raise their hand
fellow classmates. This process will repeat and ask.
until all of the groups have presented. If the
students have any questions that their Q1: In my group, we got DEF is similar
classmates cannot answer, the teacher will to STU, not UTS. Does the order
be prepared to answer them. matter?

A1: Yes, order does matter when labeling a Answers to Teacher Questions:
triangle. Do you guys think STU is right? - We used the angle tool and
UTS? length tool to figure out if the
triangles were similar by (AA,
 Teacher Questions: SAS, SSS)
- How did you find similarity for - We named the similar triangles
your triangle? to be consistent with the original
- How did you name your triangle? Is triangle. For example, if side
it consistent with the original AB, the original triangle, was a
triangle? similar length to side DE, a
similar triangle, we said triangle
ABC is similar to DEF.

5 Minutes Introduce Task: ​The teacher will Introduce Task: ​The students should
introduce the next task, which will deal be listening to the task being explained.
with Geometer’s Sketchpad. This task will Students should pick a partner to do the
construct formal definitions the students task with. Students should be using the
have already learned in the PowerPoint. laptop from the cart ​(since GSP may
Students are able to work on the task in not be on their personal laptop). ​GSP
pairs (their choice). Since there is only 25 Task​.
minutes permitted for the task, the main
goal for this task would be AA similarity,
then SSS and SAS if time permits.

25 Minutes GSP Task​: The teacher will walk around GSP Task​: The students will access the
the room to make sure that all of the task and start working on it in pairs,
students are on Sketchpad and to make sure starting with AA. Students should pay
they’re on task. The teacher’s goal close attention to the instructions and
throughout the activity is to regulate it, should not skim it, or else they will miss
making sure it’s going smoothly for all something important.
students (for example, making sure
students are using line instead of segment). Student Questions
Q1: Why is there a gap between my
Student Questions; Answered lines? There’s no intersection, so I can’t
A1: Students should notice there are many make a point of intersection..
tools to draw a line (line, segment, ray,
etc…). They should pick the line one when Q2: When I click on the angle and
asked or segment when asked. measure it, the angle is different from
the original triangle. Does this mean the
A2: Students may wish to add an angle triangle is not similar?
marker if they choose; however, it is
important to notice that clicking on the Q3: When I try to rotate line DE, it
angle marker and then clicking “mark as doesn’t rotate. Why is that?
angle” is ​different​ from clicking the three
points to make an angle then clicking Q4: Can I make a triangle with ​extra
“mark as angle.” See A3 for further “segments”​ for SSS and SAS?
explanation.

A3: Students should make sure that the

 angle they are marker is the correct angle,
in the order of the triangle name. <CBA
(clicking C-B-A) is different from <ABC
(clicking A-B-C).

A4: While students are able to drag the

lines, they have to make sure to drag both
point E’s to make a triangle without “extra
segments.”

Teacher questions in this timeframe will be

geared towards student progress. For
example, teachers may ask students to ​drag
the second triangle and overlay it to the
first triangle to see the relationship between
the triangles.

15 Minutes Discussions on GSP Task: ​The teacher Discussions on GSP Task: ​Students
will get the class attention and bring them should come back as a whole. Students
together as a whole group. The teacher should volunteer to discuss their
should go over what they have learned by findings for AA, SAS, SSS and to share
asking students what they have learned their conjectures/own definitions from
(asking students to volunteer) or picking their work. Students volunteering
students randomly (this may be through should give a “crash course” on how
observing students to see their they constructed AA similarity to the
misconceptions and they can present their class.
misconceptions and how they fixed it).

Questions to consider (reiterating from the

worksheet):
- What conjecture did you come up
with for AA? SAS? SSS?
- How is SAS and SSS different from
each other?

5-7 Minutes Exit Ticket:​ The teacher will give students Exit Ticket:​ The students will get a
a Padlet to work on, discussing what they Padlet from the teacher. Students should
(3-5 Minutes learned today. They are to work on this be working alone on this formative
finish up; put until class ends. Teacher should be asking assessment.
laptops away) students to look at other students’ work and
to see if there are any mistakes. The
teacher may address this as a class if there
is enough time or save it for the beginning
of the next period.
 Appendix
Materials:
● PowerPoint
● GeoGebra Task
○ AA
○ SSS
○ SAS
● GSP Task
○ GSP File for SAS and SSS
○ Source: ​Exploring Geometry with The Geometer’s Sketchpad, Key Curriculum
Press, 2012
● Padlet

Example Work/Key:
● GeoGebra Task
○ Sample Work for AA
○ Sample Work for SSS
○ Sample Work for SAS
● Sample Work for GSP Task
○ Sample GSP File for AA
● Sample Padlet