![]() I think we still need some work on these proofs … like explicitly stating that A lies on the perpendicular bisector of segment BC because it is the same distance from B as it is from C. ![]() This year we got several of the traditional SAS (and SSS) proofs:Īnd we got a few of the rigid motion – reflection proofs: How would you expect your geometry students to prove the base angles of an isosceles triangle are congruent? What misconceptions might your students have? But since this is on the test, I am admittedly limiting the amount of productive struggle that I expect from my students. And if this were an exercise in class, of course I wouldn’t give a written hint. (Didn’t you always love math textbooks that left proofs as exercises at the end of the section for you to do instead of actually working through the proofs during the section?) I do wonder what would happen if there were no hint. We leave this proof as an exercise on the unit assessment, which is why there is so much setup in the exercise. Theorems include: measures of interior angles of a triangle sum to 180° base angles of isosceles triangles are congruent the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length the medians of a triangle meet at a point. ![]() But they don’t know why.Ĭ.10: Prove theorems about triangles. Our students come to us knowing that the base angles of an isosceles triangle are congruent.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |