I Spy: Introduction to Congruent Triangles

Below is an introduction to congruent triangles that makes use of student prior knowledge of transformations.  It also encourages students to deduce information from a diagram and to justify their reasoning. 

Show students the following diagram, and go through the steps below.  Some questions/prompts are shown in blue.

1.  What type of transformation is shown in this diagram?

2.  Reveal the measures of ABC.  Ask students, “Who thinks they know another measure in the diagram?  Be ready to explain your answer.  Show me ONE other measure that you know, and hold up your whiteboard when you are ready.”  Teacher can show answers from students that used notation correctly.  Reveal the measures of AFE.

3. Show students the statement below.

Ask them how we might fill in the blank, and why.

4.  Move point C to the horizontal line (you can do this in the Geogebra applet).  

Leaving the measurements showing, ask students to tell you what they “spy”.  They can write on their whiteboards, “I spy __________________.”  Answers must be defended.  Make sure to have the list of possible answers written on the whiteboard.  

The choices are angle bisector, midpoint, isosceles triangle, parallel lines, and right angles.

3.  Move point B to F. Move point A down the vertical line so your diagram looks like the one below.

Leaving the measurements showing, ask student to tell you what they “spy”.  They can write on their whiteboards, “I spy __________________.”  Answers must be defended.

I SPY CHOICES:  angle bisector, midpoint, isosceles triangle, parallel lines, and right angles.

4.  Turn the measurements off.  Move point A back up to the horizontal line, and make sure point B is on point F.  Ask student to tell you what they “spy”.  They can write on their whiteboards, “I spy __________________.”  Answers must be defended.

I SPY CHOICES:  angle bisector, midpoint, isosceles triangle, parallel lines, and right angles.

Extension if there is time:  Since we haven’t seen parallel lines yet in this dynamic diagram, ask students how we can modify the diagram to form parallel lines (and explain why).

There is a second page in the Geogebra Book that has a triangle rotated around a vertex by 180 degrees to form the second triangle.  

Part II will have the I Spy Class Activity if you have time for it.