Unit Plan Final

Grade 10- Geometry Reasoning and Proof Unit Plan
Table of Contents
Introduction, Goals, Calendar
Lesson Plans
Chapter Notes
Unit Activities
Bibliography
Teacher Reflection
Student Reflection
Unit Assessments
Page 2
Pages 3-24
Pages 25-34
Pages 35-38
Page 39
Attached Separately
Attached Separately
Attached Separately
Introduction:
This unit was designed to introduce students to the two types of reasoning,
inductive and deductive, which are used throughout the course. This unit does not
address any of the Common Core State Standards directly but does prepare the
students to be able to prove theorems later on the in the course, which are in the
CCSS. The unit does work to address some of the Common Core Math Practice
Standards. The unit is needed because this is the first time that students have done
any type of proofs in a math course. Students will learn how to make conclusions
based on patterns they observe and how to make conclusions based on statements
they are given. They will learn the two important laws of reasoning and many
important properties of equality and congruence that will form the basis of the
proofs that they do during the unit. We started the unit with an introductory lesson
to see where students reasoning skills were at by having them place a comic in
order and justify why they put it in order. At the end of the unit we did a jeopardy
review game with types of questions they were likely to see on the summative
assessment so they knew what they needed to prepare for. The goals of this unit are
to build reasoning skills and to understand proofs in geometry so that students can
be successful in the rest of the course.
Goals:
The learner will grow their inductive reasoning skills in order to make conclusions.
The learner will grow their deductive reasoning skills in order to make conclusions.
The learner will understand what two-column proofs are in order to prove
theorems.
Calendar:
Day 1: Comic Strip Activity (Pre-Assessment through observation)
Day 2: Lesson 2-1: Patterns & Inductive Reasoning
Sequence Activity
Day 3: Lesson 2-2: Conditional Statements
Day 4: Lesson 2-3: Biconditionals and Definitions
Day 5: Quiz 2.1 - 2.3
Day 6: Lesson 2-4: Deductive Reasoning
Day 7: Lesson 2-5: Reasoning in Algebra and Geometry
Day 8: Lesson 2-6: Proving Angles Congruent
Day 9: Quiz 2.4 - 2.6
Pandoras Box Activity (Individual After Quiz)
Pandoras Box Activity Too (Individual Extension after first Pandoras Box)
Day 10: Chapter Review from Book (Small Groups)
Day 11: Practice Test (Individual)
Day 12: Jeopardy Game (Small Groups)
Day 13: Chapter 2 Common Assessment
2
Comic Activity
I.
Benchmark/Standard: CCSS.MATH.PRACTICE.MP3 Construct viable

arguments and critique the reasoning of others.
CCSS.MATH.MP2: Reason abstractly and quantitatively.
II.
Behavioral Objective: The learner will use their knowledge about

patterns in comic strips to make a conjecture about the order of the comic
strip and be able to justify the order they chose.
III.
Anticipatory Set: Student will do the question of the day on the board to
find the next three terms in the sequence, 1, 4, 9, 16, 25,
IV.
Objective/Purpose: This chapter we are going to work with looking for

patterns to make conclusions. We will do this to prove different theorems
in geometry. Today we are going to work on making viable and
convincing arguments about our conjectures using a comic strip. This we
help of later when we have to start making conclusions about theorems.
V.
Input
a. Task Analysis:
i. Go over the question of the day.
ii. Share the objective and purpose.
iii. Explain that each group will put the comic in order they believe
makes the most sense. They will put into writing why they
chose the order they did.
iv. Do an example comic using the Elmo.
v. Give groups times to work and complete their explanations.
vi. Have groups share their order and explain their reasoning
using the Elmo.
vii. If there is time play a pattern recognition game.
b. Thinking Levels:
i. Analyzing
1. Students will analyze the comic to determine the best
order.
ii. Applying
1. Students will apply what they know about comics to put
the comic in a reasonable order.
iii. Creating
1. Students will create a reasonable order for the comic.
iv. Evaluation
1. Students will evaluate their order to make qualitative
judgments about why it makes sense.
c. Learning Styles:
i. Spatial: Students are using pictures to make conclusions.
ii. Logical- Mathematical: Students are using logic to make
conclusions.
iii. Interpersonal- Students are working in groups to place the
comic in order.
d. Methods & Materials
i. Ways of Presenting: Demonstration & Discussion
ii. Materials Needed: Cut up comic, Elmo, Paper
VI.
Modeling
a. Use another comic to put in an order I think makes sense.
b. Share my reasoning for why I chose the order that I did.
VII.
Checking for Understanding

a. Have each group present their order and explain their reasoning
behind it.
VIII. Guided Practice

a. Groups will be given time to decide on the order of their comic.
b. The teacher will be available for questions.
IX.
Independent Practice
a. There will be no homework associated with this lesson.
X.
Closure
a. Show students the order that the author of the comic chose.
Lesson 2.1 Patterns & Inductive Reasoning

I.
Benchmark/Standard: CCSS.G.CO.9- Prove theorems about lines and

angles.
CCSS.G.CO.10- Prove theorems about triangles.
CCSS.G.CO.11- Prove theorems about parallelograms.
II.
Behavioral Objective: The learner will look for patterns in order to

make mathematically correct conjectures.
III.
Anticipatory Set: Student will do the question of the day on the board to
find the next three terms in the sequence, 2, 4, 6, 8,
IV.
Objective/Purpose: We talked yesterday about making conjectures

about patterns that we see. We are going to look today about making
conjectures in different types of patterns that we see. We will have to
make justifications about the conclusions we make, which will help us
later when we prove theorems.
V.
Input
a. Task Analysis:
iii. Go over notes.
iv. Share definitions of inductive reasoning, conjecture, and
counterexample.
v. Share examples of making a conjecture and finding the next
terms in a pattern.
vi. Share examples on how to find a counterexample.
b. Thinking Levels:
i. Knowledge1. Students will know the definition of inductive
reasoning, conjecture, and counterexample.
ii. Analysis
1. Students will analyze patterns to make conjectures.
iii. Evaluation
1. Students will describe the pattern that is occurring in

words.
c. Learning Styles
i. Spatial- Students will recognize patterns using groups of
pictures.
ii. Verbal/Linguistic- Students will explain patterns in words and
writing.
iii. Interpersonal- Students may work in groups on practice
problems.
iv. Intrapersonal- Students may work alone on practice problems.
i. Ways of Presenting: Demonstration, Discussion, and Lecture
ii. Materials Needed: Paper, Textbook
VI.
Modeling
a. Start with pattern: 3, 9, 27, 81.
b. Start by checking for an addition or subtraction pattern.
c. Next look for a multiplication or division pattern.
d. Once we found the pattern make a conjecture about the next two
terms.
e. Look at statement: If a month starts with J then it is a summer
month.
f. Share reasoning about finding a counterexample
g. What about January? Not a summer month so must be a
counterexample to the statement.
VII.

a. Use Plicker cards to check each students conjecture about what the
next two terms would be. Questions located on notes.

a. Students will be given time to work on homework problems in class.
i. 1 37 odd for all students
ii. Extension 49-53 for students who finish early or want a
challenge.
IX.
6
a. Students will finish any homework problems at home.

X.
Closure
a. Use Plicker cards to ask how students feel about the material.
i. I got it.
ii. I got most of it.
iii. Ill get it.
iv. I dont have it yet.

Activity after Lesson: Give students a three number sequence. Students are
allowed to give another 3 number sequence and the teacher responds with yes, if it
fits their sequence, or no, if it does not fit the sequence. Students continue asking
questions until some one can explain the rule. Allow students the chance to come up
and make their own sequence that their peers must guess.
Lesson 2.2 Conditional Statements

I.

angles.
CCSS.G.CO.11- Prove theorems about parallelograms
II.
Behavioral Objective: The learner will be able to recognize and write

conditional statements and their related statements.
III.
Anticipatory Set: Is the following statement true or false. If false provide

a counterexample. If angles share a vertex then they are vertical angles.
IV.
Objective/Purpose: We talked some more yesterday about making

conjectures and about finding counterexamples. Today we are going to
extend that into talking about the types of statements that we see in
geometry. We will talk about what makes up these types of statements
and their related conditional statements. Once we have statements we
can start to prove things.
V.
Input
a. Task Analysis:
iii. Go over notes.
iv. Share definitions of conditional statements, negations,
converses, inverses, and contrapositives.
v. Share examples of writing a conditional statement from a
statement.
vi. Share examples of writing each one of the related conditional
statements and finding their truth-values.
b. Thinking Levels:
i. Knowledge1. Students will know the definition of conditional,
converse, inverse, contrapositive, and negation.
ii. Synthesis
1. Students will use the information in the conditional
statement to write the related conditional statements.
iii. Evaluation
1. Students will evaluate the truth-values of related
conditional statements.
c. Learning Styles
i. Verbal/Linguistic- Students will write related conditional
statements.
ii. Interpersonal- Students may work in groups on practice
problems.
iii. Intrapersonal- Students may work alone on practice problems.
VI.
Modeling
a. Start with statement: If an animal is a robin then the animal is a bird.
b. Identify what part is the hypothesis and which part is the conclusion.
c. Use those parts to write the related conditional statements.
d. Finding the truth-value of the conditional and related statements.
e. Look at if it follows the definition or known fact of whatever the
statement is talking about.
f. If it does not follow a definition is there is obvious example that shows
the statement is false.
VII.

next two terms would be. Questions will be on the note pages.

i. 1 23 odd All students complete
ii. Extension- 28 31 for students who finish early or who want a
challenge.
IX.
X.
Closure
9
i. I got it.
iii. Ill get it.
iv. I dont have it yet.
10
Lesson 2.3 Biconditionals and Definitions

I.

angles.
II.
Behavioral Objective: The learner will be able to write biconditionals

and recognize good definitions.
III.
Anticipatory Set: Write the converse of the following conditional

statement and find the truth value: If angles are vertical angles then the
angles share a vertex.
IV.
Objective/Purpose: Yesterday we talked about the related conditional

statements that we have. Today we will look at the special relationship
that occurs sometimes between a conditional and the converse. This will
help to make stronger statements and write good definitions.
V.
Input
a. Task Analysis:
iii. Go over notes.
iv. Share definitions of a biconditional statement and what makes
a good definition.
v. Share examples of how to write a biconditional statement.
vi. Share how to decompose a biconditional
vii. Share the 3 conditions a definition must satisfy to be a good
definition.
viii. Share examples of how to identify if a definition is good or not.
b. Thinking Levels:
i. Knowledge
1. Students will know the definition of a biconditional
statement.
2. Students will know the three things that make a
definition a good one.
ii. Analysis
11
1. Students will analyze a biconditional statement to write

the converse and conditional that makes it up.
iii. Evaluation
1. Students will evaluate if a definition is good or not.
c. Learning Styles
i. Verbal/Linguistic- Students will write biconditional
statements.
ii. Interpersonal- Students may work in groups on practice
problems.
iii. Intrapersonal- Students may work alone on practice problems.
VI.
Modeling
a. Start with conditional statement: If a polygon has three sides then it is
a triangle.
b. Next write the converse of the conditional statement.
c. Check the truth-value of each statement.
d. Since both are true remove if and then. Replace then with if and
only if and add in other words so the statement makes sense.
e. Decomposing a biconditional A point is a segment bisector if and only
if it divides the segment into two congruent segments.
f. Everything before if and only if is the hypothesis and after the if
and only if is the conclusion.
g. Use those to write the conditional and converse.
h. Use the definition: A quarter is worth exactly 25 cents.
i.
Check the three conditions a good definition must meet.
j.
Since it is a good definition discuss how to write it as a biconditional

statement.
VII.


12
i. 1-29 odd All students complete

ii. Extension- 30-33 For students who finish early or want a
challenge.
IX.
X.
Closure
i. I got it.
iii. Ill get it.
iv. I dont get it yet.
13
Lesson 2.4 Deductive Reasoning

I.

angles.
II.
Behavioral Objective: The learner will be able to make conclusions

using the Law of Detachment and the Law of Syllogism.
III.
Anticipatory Set: Decompose the following biconditional statement: A

polygon is a triangle if and only if it has three sides.
IV.
Objective/Purpose: We have now finished going over all the types of

statements that we will see. Today we are going to look at what we can do
with these statements. We will talk about two different laws that let us
make conclusions from statements, which will be the basis of the use of
deductive reasoning for the rest of the course.
V.
Input
a. Task Analysis:
iii. Go over notes.
iv. Share definitions of deductive reasoning, Law of Detachment,
and Law of Syllogism.
v. Share examples of making conclusions using the Law of
Detachment.
vi. Share examples of making conclusions using the Law of
Syllogism.
b. Thinking Levels:
i. Knowledge
1. Students will know the definition of deductive
reasoning, the Law of Detachment, and the Law of
Syllogism.
ii. Synthesis
1. Students will create new statements from given
statements using both laws.
iii. Evaluation
14
1. Students will critique the reasoning of others to explore

misconceptions with both laws.
c. Learning Styles
i. Logical/Mathematical- Students will use laws of logic to make
conclusions.
ii. Interpersonal- Students may work in groups on the practice
problems.
iii. Intrapersonal- Students may work alone on the practice
problems.
VI.
Modeling
a. Law of Detachment
i. Look at the conditional statement and the standalone
statement.
ii. Check to see if the standalone statement matches the
hypothesis of the conditional.
iii. Yes- You can conclude the conclusion. No-No conclusion can be
made.
b. Law of Syllogism
i. Start by looking at both conditional statements.
ii. Check to see if the conclusion of the first statement matches
the hypothesis of the second.
iii. Yes- You may conclude If the hypothesis of the first then the
conclusion of the second. No-No conclusion may be made.
VII.


i. 1-17 odd for all students
ii. Extension- 19-31 odd For students who finish early or want a
challenge
15

IX.
X.
Closure
i. I got it.
iii. Ill get it.
16
Lesson 2.5 Reasoning in Algebra and Geometry

I.

angles.
II.
Behavioral Objective: The learner will be able to use properties of

equality and congruence to make conclusions.
III.
Anticipatory Set: If a figure has three sides then it is a triangle.

A figure has three sides.
Conclusion: ______________________
Law of Reasoning:_______________________
IV.
Objective/Purpose: Yesterday we talked about what laws allow us to

make conclusions from statements. Today were going to look into what
properties allow us to conclude the things we do when we are doing
algebra or doing a proof. These will be the beginning of the properties
that we use when doing proofs.
V.
Input
a. Task Analysis:
iii. Go over notes.
iv. Share properties of equality and congruence.
v. Share an example of solving an algebra problem while
justifying each step.
vi. Share examples of writing a two-column proof.
b. Thinking Levels:
i. Knowledge
1. Students will know the properties of equality and
congruence.
ii. Analysis
17
1. Students will identify the properties that allow is to

make conclusions.
iii. Synthesis
1. Students will write proofs using the properties that
allow us to make conclusions when solving equations
and writing proofs.
c. Learning Styles
i. Verbal/Linguistic- Students will write two-column proofs.
ii. Logical/Mathematical- Students will reason through proofs of
theorems.
iii. Interpersonal- Students may work in small groups on the
practice problems.
iv. Intrapersonal-Students may work alone on the practice
problems.
VI.
Modeling
a. Use the example for finding the angle measures of a linear pair.
b. Set up the equation that lets us solve for the angle measure.
c. Solve the equation like we normally would
d. After each step look at the properties of equality that matches the step
we just did.
e. Use the two column proof example from the notes
f. The first step in a proof is always given.
g. Think ahead to what information we are going to need in order to
prove what we need to prove.
h. Use the properties, theorems, and definitions that we already know.
VII.


i. 1-19 odd- For all students
18
ii. Extension- 20-25 For students who finish early or want a

challenge.
IX.
X.
Closure
i. I got it.
iii. Ill get it.
19
Lesson 2.6 Proving Angles Congruent

I.

angles.
II.
Behavioral Objective: The learner will be able to prove theorems about

angles and be able to use those theorems.
III.
Anticipatory Set: What property allows us to make the given conclusion.

If
IV.
Objective/Purpose: Yesterday we talked about the different properties

that allow us to make conclusions. Today we are going to apply that
knowledge to prove angles about theorems. We are going to build upon
all of this to continue to prove different theorems.
V.
Input
a. Task Analysis:
iii. Go over notes.
iv. Share definitions of a theorem.
v. Share and prove the Vertical Angle Theorem.
vi. Use http://ggbtu.be/m4813 to prove the theorem
visually.
vii. Use Geogebra to prove the other theorems in the section.
viii. Share examples on how to use the vertical angle theorem to
find missing angles.
ix. Share other theorems about angles.
b. Thinking Levels:
i. Knowledge
1. Students will know the five theorems about angles.
ii. Application
1. Students will compute the measures of vertical angles.
iii. Evaluation
20
1. Students will prove the vertical angle theorem and

other theorems about angles.
c. Learning Styles
i. Verbal/Linguistic- Students will write two-column proofs.
ii. Logical/Mathematical- Students will reason through proofs of
theorems.
iii. Interpersonal- Students may work in small groups on the
practice problems.
iv. Intrapersonal-Students may work alone on the practice
problems.
ii. Materials Needed: Paper, Textbook, Computer, Projector
VI.
Modeling
a. Model the proof for the vertical angle theorem.
b. Share my thought process for what I need to know and how I can
make my conclusions.
c. For Finding the Measures of Vertical Angles
i. Start with that I know they are congruent.
ii. By definition that means their measures must be equal.
iii. I can set their measures equal to each other and solve for x.
iv. I must plug x back in the equations to find the angle measure.
VII.


i. 1-17 odd- For all students
ii. Extension- 18-25- For students who finish early or want a
challenge
IX.
X.
Closure
21
i. I got it.
iii. Ill get it.
22
Jeopardy Review Lesson

I.

angles.
II.
Behavioral Objective: The learner will work in groups to play jeopardy

and review important content from the unit.
III.
Anticipatory Set: What property of equality allows us to conclude the

following:
If
IV.
Objective/Purpose: We are going to take today to work in groups to

play jeopardy. All the questions are written in a similar to what you
would see on a test. This should help you prepare for the types of
questions you will see tomorrow on the test.
V.
Input
a. Task Analysis:
iii. Share how to log on to Socrative in order to submit answers for
Jeopardy.
b. Thinking Levels:
i. The review game will incorporate all the thinking levels from
the entire unit.
c. Learning Styles
i. Verbal/Linguistic- Students will write conditional and
biconditional statements.
ii. Logical/Mathematical- Students will making conclusions based
on patterns and statements.
iii. Spatial-Students will use groups of pictures to make
conclusions.
iv. Interpersonal- Students will work in groups while playing the
Jeopardy review game.
23

i. Ways of Presenting: Group work
ii. Materials Needed: Paper, Calculator, Chromebook
VI.
Modeling
a. Share how to join the room and submit answers using the website
Socrative.com
VII.

a. Use each groups answers as a way to inform the last day of review.

a. Students will work in groups to answer each Jeopardy question.
IX.
a. Students will begin to work on the practice test at home.
X.
Closure
a. Use Plicker cards to ask how students feel about the upcoming test.
i. I got it.
iii. Ill get it.
24
2.1 Patterns & Inductive Reasoning

Definitions
Inductive Reasoning: Reasoning based on patterns you observe.
Conjecture: Our hypothesis about what rule a pattern follows.
Counterexamples: An example that shows a conjecture in not true.
Finding a Pattern
What are the next 3 terms in each sequence?
3, 9, 27, 81,
9370, 937, 93.7, 9.37,
Plicker #1
.0937
A. .937, .0937, .00937
B. 93.7, 937, 9370 C. .0937, .00937,
Making a Conjecture
What is the relationship between the number of diameters compared to the number
of regions?
How many regions would 20 diameters create?
Finding Counter Examples
Find a counterexample for each of the following statements if possible.
1) If a month starts with J then it is a summer month.
2) If a flower is red then it is a rose.
3) All NHL teams play in places with cold winters.
Plicker #2: Statement 2 has a counterexample? A. True
B. False
Statement 3 has a counterexample? A. True B. False
25
2.2 Conditional Statements

What is a conditional statement?
This is an ifthen statement.
If p then q (p q) where p is the hypothesis and q is the conclusion
Identifying Parts of Conditional Statements
If an animal is a robin then the animal is a bird. p -Underlined q- highlighted
Writing Conditionals
Write the following statements as conditionals.
Vertical angles share a vertex.
If two angles are vertical angles then they share a vertex.
Quadrilaterals are polygons with four sides.
Plicker #1: The following conditional is written correctly. A. True B. False
If a polygon has four sides then it is a quadrilateral.
Truth Value
Statements are either true or false. In order to prove a statement is false we must
find a counterexample.
Negations
The negation of p (~p, not p)
p: The sky is blue.
~p: The sky is NOT blue.
Related Conditional Statements
Converse: q p
Inverse: ~p ~q
Contrapositive: ~q ~p
Statement
Conditional
Example
If the
Converse
Inverse
If
If
then
is acute.
is acute then
.
then
is
Truth Value
True
False
False
26
not acute.
Contrapositive
If
is not acute then
True
.
Use Plickers to assess the true value of each conditional statement.
We can see from the table that a conditional statement and its contrapositive are
equivalent statements. We can also see the converse and inverse of a conditional
statement are equivalent statement.
27
2.3 Biconditionals and Definitions

What is a biconditional?
Statement combining a conditional and its converse. Both the conditional and the
converse must be true statements.
p if and only if q (p q)
Example:
Conditional: If a polygon has 3 sides then it is a triangle.
Converse: If a polygon is a triangle then it has 3 sides.
Both statements are true so we can write the conditional as a biconditional.
Biconditional- A polygon is a triangle if and only if it has 3 sides.
Identifying Conditionals
A point is a segment bisector if and only if it divides the segment into two congruent
segments.
What is the hypothesis and conclusion of the statements that make up the
biconditional.
Use Plickers to ask if the following hypothesis and conclusion are correct.
p: A point is a segment bisector.
q: the point divides the segment into two congruent segments.
We could then write p q
Definitions
Good definitions have three parts:
Use clearly understood terms
Is it precise
Reversible- can be written as a biconditional
Identify the following as good or bad definitions
a) A cat is an animal with whiskers.
b) A dog is an animal that walks.
c) A quarter is worth exactly 25 cents.
d) A square is a polygon with exactly 4 congruent sides and 4 right angles.
Use Plickers to ask if each definition is a good one or a bad one. A. True B.
False
28
Writing Good Definitions as Biconditionals

C)
If a coin is a quarter then it is worth 25 cents.
If a coin is worth 25 cents then it is a quarter.
D)
If a polygon has 4 congruent sides and 4 right angles then it is a square.
If a polygon is a square then it has 4 right angles and 4 congruent sides.
29
2.4 Deductive Reasoning

Deductive Reasoning
Using given statements or facts to reach conclusions.
Law of Detachment
If p q is true
And p is true
Then q is true.
Using the Law of Detachment
If you live in Muskegon then you live in Michigan.
You live in Muskegon.
You conclude- you live in Michigan by LoD
I live in Nunica.
Plickers- Can you conclude anything by using the Law of Detachment. A. Yes B.
No
You conclude- nothing because the statements did not satisfy the hypothesis
If a ray divides an angle into two congruent angles, then the ray is an angle bisector.
Ray RS divides angle ARB so that angle ARS is congruent to angle SRB.
You conclude- Ray RS is the angle bisector.
Law of Syllogism
If p q is true
And q r is true
Then p r is true
Using the Law of Syllogism
If you live in Muskegon then you live in Michigan.
If you live in Michigan then you live in the United States.
You conclude- If you live in Muskegon then you live in the United States.
If a figure is a square then the figure is a rectangle.
If a figure is a rectangle then the figure has four sides.
You conclude-If a figure is a square then the figure has four sides.
Plicker: Can you make that conclusion using the Law of Syllogism A. Yes B. No
30
2.5 Reasoning in Algebra & Geometry

Properties of Equality
Addition Property
Subtraction Property
Multiplication Property
Division Property
If
If
If
If
then,
then,
then,
& c 0 then,
Reflexive Property
Symmetric Property
Transitive Property
Substitution Property
If
If
If
then,
and
then,
then b can replace a.
The Distributive Property

(
)
*We use this to justify combining like terms.
Example
Justify each step in solving the equation.
D
(5x-30)o
A
are supplementary
(
xo
C
Definition of linear pair.
Definition of supplementary
Distributive Property
Addition Property of Equality
Division Property of Equality
Properties of Congruence
Reflexive Property
Symmetric Property
Transitive Property
If then
If
then
.
If
and
then
If
and
then
31
B
Two Column Proof
Given:
Prove:
3
E
Statements
Reasons
Given
Reflexive Property of Equality
Addition Property of Equality
Angle Addition Postulate
Substitution Property of Equality
Plicker Questions: Ask students which reason is correct for each justification.
A. Reflexive Property of Equality
B. Addition Property of Equality
C. Substitution Property of Equality
D. Angle Addition Postulate
32
2.6 Proving Angles Congruent

Theorem
A conjecture or statement you prove true.
Theorem 2.1
Vertical Angles Theorem
Vertical angles are congruent.
Proving Vertical Angle Theorem
Given:
Prove:
2
4
are vertical angles

1)
2)
Statement
are vertical
are supplementary
are supplementary
Reasons
Given
Linear pairs are supplementary
3)
Definition of supplementary
4)
Transitive Property
By definition
5)
6)
Using Vertical Angles
3x + 10
8x - 60
33
What is the value for x?

A. 70 B. 14 C. 52 D. 12
What is the measure of each vertical angle?
A. 70 B. 14 C. 60 D. 52
Theorem 2.2
If two angles are supplements to the same angle then the 2 angles are congruent.
Theorem 2.3
If two angles are complements to the same angle then the 2 angles are congruent.
Theorem 2.4
All right angles are congruent.
Theorem 2.5
If two angles are congruent and supplementary then each angle is a right angle.
34
Comic Activity
35
Pandoras Boxes
Pandora, in her curiosity, is said to have opened a forbidden box and let
the four evilsdisease, sorrow, vice, and crimeout into the world. What
if she had been presented with more than one box and clues as to their
contents? Solve the following puzzles to assist Pandora in letting
happiness into the world while keeping evil contained!
1. The gods presented Pandora three boxes because the gods knew
Pandora was inquisitive and would not be satisfied with leaving the
boxes alone. She was also given the following clues:
i. One of the boxes contains evil, one contains happiness, and one is
empty.
ii. The labels on all of the boxes are false.
Determine the contents of each box.
2. Pandora proved herself to be an able puzzle solver. To test her further,

the gods presented the following set of boxes to Pandora. In this test,
Pandora only had two boxes from which to choose. This time the clues
were different; Pandora needed to be especially careful of what she
assumed to be true!
i. Both boxes are labeled with statements whose truth value is the
same (i.e., both boxes are labeled with true statements or both are
labeled with false statements).
ii. A box contains either evil or happiness but not both and neither box
is empty.
Determine the contents of each box.
36
3. Pandora was not fooled, so the gods presented her with yet another set
of boxes and clues. Help Pandora find happiness and keep evil from
being let out into the world.
empty.
ii. The box containing happiness is labeled with a true statement.
iii. The box containing evil is labeled with a false statement.
iv. The truth or falsity of the statement on the box is unknown.
Which box should Pandora open?
37
Pandoras Puzzler, Too

According to Greek mythology, Pandora opened a box that let all the
evils of mankind into the world. Rather than tempt Pandora with a single
box and dare her not to open it, the gods took pity on her and gave her the
following challenge. Help Pandora find happiness and keep evil from being
let out into the world.
Pandora was presented three boxes and clues to their contents.
empty.
ii.
Only the box containing happiness is labeled with a true statement.
Suppose these were the three boxes presented to Pandora. Determine

the contents of each box.
38
Bibliography
Comic Activity
Image: http://images.ucomics.com/comics/ga/1981/ga811025.gif
Activity Idea: http://ottena.wordpress.com/2014/09/15/comic-strip-tointroduce-inductiondeduction/
Activity After Lesson 2-1
Used by my CT from teacher assisting.
Lesson 2-6
Vertical Angle Theorem Proof- http://ggbtu.be/m4813
Used Geogebra.org to prove other theorems.
Pandoras Box Activities:
Beckmann, C. E., Thompson, D. R., & Rubenstein, R. N. (2010). Teaching and Learning
High School Mathematics. Somerset, NJ: John Wiley & Sons.
Jeopardy Template:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved
=0CCUQFjAB&url=http%3A%2F%2Flibrary.kcc.hawaii.edu%2FSOS%2Fwork
shops%2Fpowerpoint%2FNonlinear%2FJeopardy%2520Template.ppt&ei=n
WpeVNOxLs7_yQTvpYHADA&usg=AFQjCNHjq2s-HbQ8UnQOffKNRMskXqJ7g&sig2=jcYJL4nGFFcthCD4zuuk7Q&bvm=bv.79189006,d.aWw
Plicker Cards:
Idea from @JustinAion on Twitter
Cards From: https://www.plickers.com
Textbook:
Charles, R. I., Hall, B., Kennedy, D., Bass, L. E., Johnson, A., Murphy, S. J., & Wiggins,
G. (2012). Geometry: Common Core (Vol. 1, pp. 82-136). N.p.: Pearson.
39

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Grade 10- Geometry Reasoning and Proof Unit Plan

Benchmark/Standard: CCSS.MATH.PRACTICE.MP3 Construct viable

Behavioral Objective: The learner will use their knowledge about

Objective/Purpose: This chapter we are going to work with looking for

Checking for Understanding

VIII. Guided Practice

Lesson 2.1 Patterns & Inductive Reasoning

Benchmark/Standard: CCSS.G.CO.9- Prove theorems about lines and

Behavioral Objective: The learner will look for patterns in order to

Objective/Purpose: We talked yesterday about making conjectures

1. Students will describe the pattern that is occurring in

Checking for Understanding

VIII. Guided Practice

a. Students will finish any homework problems at home.

iv. I dont have it yet.

Lesson 2.2 Conditional Statements

Benchmark/Standard: CCSS.G.CO.9- Prove theorems about lines and

Behavioral Objective: The learner will be able to recognize and write

Anticipatory Set: Is the following statement true or false. If false provide

Objective/Purpose: We talked some more yesterday about making

Checking for Understanding

VIII. Guided Practice

Lesson 2.3 Biconditionals and Definitions

Benchmark/Standard: CCSS.G.CO.9- Prove theorems about lines and

Behavioral Objective: The learner will be able to write biconditionals

Anticipatory Set: Write the converse of the following conditional

Objective/Purpose: Yesterday we talked about the related conditional

1. Students will analyze a biconditional statement to write

Check the three conditions a good definition must meet.

Since it is a good definition discuss how to write it as a biconditional

Checking for Understanding

VIII. Guided Practice

i. 1-29 odd All students complete

Lesson 2.4 Deductive Reasoning

Benchmark/Standard: CCSS.G.CO.9- Prove theorems about lines and

Behavioral Objective: The learner will be able to make conclusions

Anticipatory Set: Decompose the following biconditional statement: A

Objective/Purpose: We have now finished going over all the types of

1. Students will critique the reasoning of others to explore

Checking for Understanding

VIII. Guided Practice

b. The teacher will be available for questions.

Lesson 2.5 Reasoning in Algebra and Geometry

Benchmark/Standard: CCSS.G.CO.9- Prove theorems about lines and

Behavioral Objective: The learner will be able to use properties of

Anticipatory Set: If a figure has three sides then it is a triangle.

Objective/Purpose: Yesterday we talked about what laws allow us to

1. Students will identify the properties that allow is to

Checking for Understanding

VIII. Guided Practice

ii. Extension- 20-25 For students who finish early or want a

Lesson 2.6 Proving Angles Congruent

Benchmark/Standard: CCSS.G.CO.9- Prove theorems about lines and

Behavioral Objective: The learner will be able to prove theorems about

Anticipatory Set: What property allows us to make the given conclusion.

Objective/Purpose: Yesterday we talked about the different properties

1. Students will prove the vertical angle theorem and

Checking for Understanding

VIII. Guided Practice

Jeopardy Review Lesson

Benchmark/Standard: CCSS.G.CO.9- Prove theorems about lines and

Behavioral Objective: The learner will work in groups to play jeopardy

Anticipatory Set: What property of equality allows us to conclude the