Instructor: Donna DiFilippo
Lesson Topic: Using Congruent Triangles: CPCTC
Academic Standards: 2.9.G.B: Use arguments based on transformations to establish congruence or
similarity of 2 dimensional shapes. 2.9.11.A:Create justification for arguments related to geometric
relations.
Anchors: G.1.3.1 Use properties of congruence, correspondence, and similarity in problem-solving
settings involving 2- and –dimensional figures. M.11.C.1:Analyze characteristics and properties of two-
and three-dimensional geometric shapes and demonstrate understanding of geometric relationships.
Objectives:
1.) Given two triangles, students will be able to identify the corresponding parts of the triangle
with 85% accuracy.
2.) Given two congruent triangles, students will be able to identify the missing angles values
using CPCTC with 85% accuracy.
3.) After the lesson on CPCTC, students will be able to explain at least two ways that congruent
triangles can be used in everyday life.
Instructional Method: Stations, Direct Instruction, Group/Class Discussion
Content: 50 minutes
1.) Motivational Device (9 minutes)
a. To begin the lesson, I will have the students complete a hands on project to identify the
congruent parts of a triangle. They will be given graph paper, scissors and straight edge
and the students will draw two triangles. (One will be upside down). The vertices will be
labeled. The students will have to cut out the triangles and put one triangle over the
other so that the parts with the same measures match up. After they have completed
the cut outs, they will identify all of the pairs of angles and sides that match or
correspond.
2.) Direct Instruction (8 minutes)
a. After completing the hands-on activity, students will get into their geo-teams and I will
propose the questions, “What is true about their corresponding sides and angles?” to
start off the lesson on CPCTC
b. Students will come back together as a class and we will go over what each group
discussed with their groups.
c. I will discuss with the students that if a triangle can be translated, rotated, or reflected
onto another triangle so that all of the vertices correspond, the triangles are congruent.
The parts of congruent triangles that “match” are called corresponding parts.
i. I will provide examples on the board to illustrate if two triangles on congruent,
they can see the corresponding parts of congruent.
Created by: Donna DiFilippo
ii. I will put two triangles on the board and have the students individually copy the
triangle and mark which vertices are congruent and which sides on congruent by
using markings. (arcs show which angles are congruent and slashes are used to
show which sides are congruent).
d. I will tell them the definition of Congruent Triangles, which is what they were proving in
the beginning with the anticipatory set.
i. If the corresponding parts of two triangles are congruent, then the two triangles
are congruent. I will explain that it holds going in the other direction: If two
triangles are congruent, then the corresponding parts of the two triangles are
congruent.
3.) Student Group Work/Discussion (10 minutes):
a. Students will be given a worksheet that they must work in their geo-teams to complete.
(Worksheet Attached)
b. After they have completed the worksheet, we will go over them as a class.
c. Following the worksheet, I will ask the students through fist of five how well they
understand the lesson. (CFU)
4.) Stations (15 minutes)
a. Students will get into their geo-teams and each team will go to a station. Each station
will have different real-life application problems that they must complete together as a
team and hand in for credit. (Worksheets Attached)
i. Station 1: Lake Problem
1. Students will figure out a way using CPCTC and the postulate they
learned in the previous lesson to find the distance across a lake.
ii. Station 2: History Problem
1. Students will help the general find the distance across the river.
iii. Station 3: Umbrella Problem
1. Students will not actually be doing calculations but they will be using
the diagram of the umbrella to prove that certain parts are congruent
using the CPCTC.
iv. Station 4: Napoleon’s Dilemma Problem
5.) Closure (8 minutes):
a. After completing each of the three stations, the students will come together as a class to
discuss the solutions to the station worksheets.
b. Each group will come up with at least one thing they learned during the day’s lesson.
(CFU)
6.) Key Discussion Questions (HOTS)
a. What does it mean for two triangles to be congruent and what does CPCTC mean?
b. What relationships exists between corresponding parts of congruent triangles?
c. What are some examples of how you can use CPCTC to benefit you in the real world?
d. How are congruent triangles useful in everyday life?
Created by: Donna DiFilippo
Differentiated Learning: For more advanced students, have additional worksheets that have more
challenging problems that require them to find solutions on their own without any hints.
For students that are visually impaired, have worksheets with large fonts.
For students that are hearing impaired, I will put them in the front of the class and give them a copy of
my notes so they can read along as I go through the lesson.
Instructional Resources and Technology: Graphing paper, scissors, straightedge, station worksheets,
and whiteboard.
Formative Assessment: Students will be assessed on how well they work in groups and the solutions to
the station worksheets, discussion questions (HOTS), and my CFU throughout the lesson.
Reflection:
1.) Did I allow enough time to complete each part of my lesson? Did I have enough time to have
closure of the lesson?
2.) Were my students engaged in the lesson? If not, what can I do differently to get my students
engaged?
3.) Did I check for understanding throughout the lesson? How did the students respond?
4.) What parts of the lesson could I change to allow my students to understand the concepts of the
lesson more clearly?
Created by: Donna DiFilippo
Created by: Donna DiFilippo
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Station 1: Toxic Lake Problem
1.) There is a lake at your favorite vacation spot and you want to know the distance across the lake.
However, you are not allowed to take a boat across the lake to measure it. Work together as a
group and use what you learned from CPCTC and your congruent triangle postulates to find out
what the distance is across the lake. {Hint: Draw two intersecting lines coming from the two end
points of the lake and construct triangles}
This is you
Created by: Donna DiFilippo
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Station 2: A Little Bit of History
1.) A general, wearing a large pointed hat is standing on a ledge looking over a river. He needs to
figure out the distance across the river. Using the angle of his hat as he looks across the river,
and the fact that the angle from the ledge to the ground is 90 degrees, come up with a solution
to finding out the distance across the river. Use CPCTC and the ASA postulate to find the
distance. Work with your groups to find the best possible solutions.
General’s Hat
General’s Ledge
River
Created by: Donna DiFilippo
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Station 3: Umbrella Problem
1. In an umbrella frame, the stretchers are congruent and they open to angles of equal measure. If
you are given the following:
Given
1.) Segment SL is congruent to segment SR.
2.) Angle 1 is congruent to Angle 2
Prove that the angles formed by the shaft and the ribs are congruent.
1.) Prove: Angle 3 is congruent to Angle 4
3 4
L R
5 6
1 2
Stretch
S
er
Created by: Donna DiFilippo Shaft
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Station 4: Napolean’s Dilemma
3.) According to legend, one of Napoleon's officers used congruent triangles to
estimate the width of a river. On the riverbank, the officer stood up straight and
lowered the visor of his cap until the farthest thing he could see was the edge of
the opposite bank. He then turned and noted the spot on his side of the river that
was in line with his eye and the tip of his visor.
1. Given DEG and DEF are right angles; EDG EDF.
The officer then paced off the distance to this spot and declared that
distance to be the width of the river! Use congruent triangles to prove that
he was correct.
1.Prove
Created by: Donna DiFilippo
Names:___________________
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Geometry in the Trees
A CPCTC Investigation
1. Trace triangle KLM using tracing paper or patty paper.
2. Slide the tracing over triangle PQR.
3. Is triangle KLM congruent to triangle PQR?
4. Angle K corresponds to angle P. Name the other corresponding angles.
5. Segment KM corresponds to segment PR. Name the other corresponding sides.
Created by: Donna DiFilippo
6. The corresponding sides and angles are called corresponding parts of the two triangles. Complete
the following statement:
Corresponding parts of congruent triangles are ____________________. (CPCTC)
. 7. If two triangles are congruent, all six pairs of corresponding parts are congruent. The triangles
shown below are congruent. The tic marks indicate the corresponding parts. Name the six pair of
corresponding parts of these two triangles and write a congruence statement.
8. Do you think the converse of the statement: Corresponding parts of congruent triangles are
congruent, is true? Give reasons to support your answer.
Created by: Donna DiFilippo
Geometry in the Trees
A CPCTC Investigation Answers
1. Trace triangle KLM.
2. Slide the tracing over triangle PQR.
3. Is triangle KLM congruent to triangle PQR? Yes
4. Angle K corresponds to angle P. Name the other corresponding angles.
Angle L and angle Q, angle M and angle R.
5. Segment KM corresponds to segment PR. Name the other corresponding sides.
Segment KL and segment PQ, segment LM and segment QR.
6. The corresponding sides and angles are called corresponding parts of the two triangles. Complete
the following statement:
Corresponding parts of congruent triangles are ____congruent_______. (CPCTC)
. 7. If two triangles are congruent, all six pairs of corresponding parts are congruent. The triangles
shown below are congruent. The tic marks indicate the corresponding parts. Name the six pair of
corresponding parts of these two triangles and write a congruence statement. Angle A and angle E,
Created by: Donna DiFilippo
angle B and angle D, angle C and angle F. segment AB and segment DE, segment BC and segment DE,
segment AC and segment EF.
8. Do you think the converse of the statement: Corresponding parts of congruent triangles are
congruent, is true? Give reasons to support your answer. Yes. If the 6 pairs of corresponding parts of
two triangles are congruent, then the triangles are congruent.
Created by: Donna DiFilippo
