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3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

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1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

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6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

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6b: Students create original works or responsibly repurpose or remix digital resources into new creations.

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Not 1:1, must use Chromebook cart, ETR room, or split Chromebooks with partners

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3a: Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

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1b: Promote, support, and model creative and innovative thinking and inventiveness

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SED 501
October 6, 2016

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Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

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Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

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Option 4: Write a rap, sketch, movie, show, or other creative motif

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Option 4: Write a rap, sketch, movie, show, or other creative motif

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This is just another option that incorporates multiple intelligences into my plan.

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Formal Test/Quiz

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Use Peardeck to reverberate information. Information can be recorded in the student's EverNote notebook as review materials. As seen below, vocabulary would be the first way of assessing student understanding. Other uses would be placing the user's dot on a multiple choice questions, etc.

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Create a Padlet to explain one or all of the triangle congruence theroems. They can use pictures, videos, and text to explain the congruence proof.

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Creating a graphic organizer or infographic through canva.com to represent one or all congruency proof theorems. In groups, students can create their own graphic organizer to get printed and also present to the class.

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illuminati Confirmed Vine Compilation 2016 || World's Best Videos

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Hope You Enjoyed This Video! Remember To Like It & Share The Video With Everyone! Help Us Reach Our Goal Of 500,000 Subscribers By Subscribing Here! : http://bit.ly/1E3Ia1Y Intro & Outro Song : GTA & Juyen Sebulba - Hard House (Original Mix) Intro & Outro Song For Sports Vines : Jack Ü (Skrillex & Diplo) Ft.

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Why are triangles important? Where are triangles in real life? Are they strong shapes?

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Use Plickers to do real-time corrections of course materials or to re-teach curriculum. If students are not performing well on Plicker, gives instant feedback

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Students complete proofs involving properties of an isosceles triangle utilizing SAS and the base angles theorem. The discovery lesson will be using a triangle off of the Mercedes logo as an isoceles triangle: it has 2 congruent sides and one other side

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Lesson 4: Side Angle Angle (SAA) and Hypotenuse Leg (HL)

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Lesson 4: Side Angle Angle (SAA) and Hypotenuse Leg (HL)

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Students learn why any two triangles that satisfy the AAS or HL congruence criteria must be congruent.

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Lesson 3: Angle Side Angle (ASA) and Side Side Side (SSS)

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Lesson 3: Angle Side Angle (ASA) and Side Side Side (SSS)

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Students learn why any two triangles that satisfy the AAS or HL congruence criteria must be congruent. The British flag is full of right triangles where we could employ the HL congruence theorem, and Doritos chips are perfect for side-side-side, since they are perfect equilateral triangles.

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Notes for Lessons 1, 2, and 3 are online via Evernote

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Notes for Lessons 1, 2, and 3 are online via Evernote

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The template is already sent out to the students and is copied into their own personal Evernote Notebook. The 1st page of notes on Evernote would look exactly like the one below. Each page represents a different square of the notebook, and as you scroll through the notebook, each square will illuminate and will be filled in each day. This is a good way for them to seperate the definitions mentally as well as give themselves a good way to test their knowledge.

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Are these triangles congruent?

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SWBAT tell why any two triangles that satisfy the SAS congruence criterion must be congruent.

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Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

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Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

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In this unit, students use the knowledge of rigid motions developed in the prior unit to determine and prove triangle congruence by utilizing SAS, ASA, and SSS, and by devising formal methods of proof by direct use of transformations.