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Proving Congruence Using Theorems

Triangle ABG is proven to be isosceles using two methods. The first method shows that the angles <BAG and <ABG are congruent, and the sides AG and BG are congruent, using properties of congruent triangles. The second method drops a perpendicular from G to side AB, creating a right triangle that is proven congruent using AAS, implying the sides AG and BG are congruent. Both methods prove triangle ABG is isosceles.

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305 views6 pages

Proving Congruence Using Theorems

Triangle ABG is proven to be isosceles using two methods. The first method shows that the angles <BAG and <ABG are congruent, and the sides AG and BG are congruent, using properties of congruent triangles. The second method drops a perpendicular from G to side AB, creating a right triangle that is proven congruent using AAS, implying the sides AG and BG are congruent. Both methods prove triangle ABG is isosceles.

Uploaded by

Alana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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High School Geometry

Proving Congruence Using Theorems


Alana Linde
Standard:
High School Geometry: Similarity, Right Triangles, and Trigonometry
CCSS.MATH.CONTENT.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
Objectives:
Students will be able to
Solve a task incorporating strategies previously learned (definitions, congruence
theorems, etc.)
Articulate and justify their reasoning
Collaborate with peers to work towards a goal
Math Task:
Given triangle BAC is congruent to triangle ABD, prove that triangle ABG is isosceles.

Prior Knowledge:
In order for students to solve this task, they will need exposure to and knowledge of
what comprises an isosceles triangle
the relationship between the parts of congruent triangles
triangle congruence theorems (SSS, SAS, ASA, AAS, HL)
angle addition postulate (and/or)
concept of dropping a perpendicular
Vertical bisect
Vertical angle theorem

Plan for Implementation:


1. Introduce students to the task
a. Tell students they will be incorporating what they have been learning to solve this
task.
b. Provide each student a copy of the task
c. Have colored pencils and graph paper available
2. Independent practice
a. Allow students independent time to engage with the task
b. Monitor throughout the room to ensure students are on task.
3. Group work
a. Place students in groups to discuss their thought processes.
b. This will encourage students to articulate their thoughts and be able to provide
justification to ensure they understand what they are doing.
c. Students that are struggling will be given some ideas to steer them toward solving.
d. Continue to monitor students progress in their groups and ask questions from the
following list based on what the students are doing or conversing about.
4. Whole class discussion
a. Sequence groups to present in a logical way that enables connections between
proofs to be made, demonstrating that there are several ways to prove the same
task.
b. Provide the figure to be projected so that the groups can mark up the figure and
write out their proof.
c. Have the students take notes and ask questions of their peers while they are
presenting.
Questions to ask students while monitoring:
What do you know about congruent triangles?
What components are you seeking to prove?
Could you think of this figure in a different way?
What do you know about overlapping triangles?
What do you know about the transversal line theorem?
How could you break down this image into smaller parts?
What do you know about bisecting angles and line?
How else could you prove this?
Key Reminders for Students:
Because this is a task to enhance their critical thinking and proof writing skills,
1. Write out each step proving the process.
2. Use specific explanations words (vertical angles, congruent sides, etc.) and statements
(used ASA, etc.).

Provisions for Diversity:


All Students
1. What components are you seeking to prove?
2. What do you know about congruent triangles?

Students Who Are Struggling


1. How could you break down this image into smaller parts?
2. Is that way you could cut out the pieces to help you understand congruent triangles?
3. What do you know about angles in a triangle and the sides of differs types of
triangles?
4. What do you know from these two triangles being congruent? (mark up their paper
with congruent marks)
Students Who Are Ready for More
1. How many congruent triangles are in the image?
2. Is there another way that you can prove this?
Extension of the problem:
Given line DC is parallel to line AC, prove triangle CDG is similar to triangle ABG.

Alana Linde
Given triangle BAC is congruent to triangle ABD, prove that triangle ABG is isosceles.

To prove that triangle ABG is isosceles, you have to show that <BAG <ABG and side AG
side BG.
Part 1: Show pair of congruent angles.
From the given, CPCTC tells us that <BAC <ABD therefore,
<BAG <ABG because they are the same angle in the figure.
Part 2: Show pair of congruent sides.
From the given, we also can note that <ADB <BAC therefore,
<ADG <BAG because they are the same angle in the figure.

(Angle)

Side AD side BC from the given congruent triangles.

<BAD <ABC from the given congruent triangles.


o Angle addition postulate says that
o <BAD = <BAG + <GAD
and <ABC = <ABG + <GBC
o Because <BAD and <ABC are congruent, you can set the two equations equal
to each other.
o <BAG + <GAD = <ABG + <GBC
o We also showed above that <BAG <ABG
o Thus, <GAD = <GBC
o Further, <GAD <GBC
(Angle)

So, triangle ADG is congruent to triangle BCG


Thus, by CPCTC, side AG side BG

(Side)

So triangle ABG is isosceles because (1) <BAG <ABG and (2) side AG side BG

Given triangle BAC is congruent to triangle ABD, prove that triangle ABG is isosceles.

Drop a perpendicular from point G to side AB. Construct point H at the intersection of
the line perpendicular to side AB.

Consider triangle AHG and triangle BHG


<CAB <DBA from the given triangle congruences, therefore
<GAH <GBH because they are the same angle

(Angle)

<GHA <GHB because perpendicular lines form right angles.

(Angle)

Side GH side GH by the reflexive property

(Side)

Thus, triangle AHG triangle BHG by the AAS triangle congruence.


So by CPCTC, side AG side BG.
Triangle ABG is isosceles because
<GAB <GBA (note this the same as <CAB <DBA from the given) and
side AG side BG

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