Rachel Farmer

Determining Congruency

 

Class and Instructional Unit:

In Geometry, we had a unit on shapes. In this unit we determined whether two shapes were congruent or not through flow charts which are charts that show evidence of how two shapes are congruent or not and congruency statements. 

 

Growth Claim:

In this learning endeavor, I learned how to determine whether two shapes were congruent or not according to their angles and side lengths. 

 

Purpose, Process and Products:

The purpose of doing this was to find out if two shapes were congruent or not.  In the process of learning this we first learned about shapes such as triangles for example.  With triangles we learned about different angles that can be found such as a right angle in an isosceles right triangle.  After we learned about the shapes we learned different congruency symbols such as the ones shown in my artifacts.  We learned these to see if there is enough information to determine if the shapes are congruent.  For example, if we had a triangle we would see how many angles are similar so if two angles are 90 and 30 then I know the last one is 60.  And if in the triangle I am trying to see that it’s congruent to also has the same angles then I know that it is congruent to the other and my congruency statement would be ~AAA (Angle, Angle, Angle).  Some other congruency statements are ~SSS (Side, Side, Side) and ~SAS (Side, Angle, Side).

 

Artifact 1:

One artifact I could use for this project is a workbook problem of two triangles that I looked at to see if they were congruent. 

 

How Artifact 1 exhibits growth:

Artifact 1 exhibits growth by showing how I found similarities between the two triangles.  It also displays the different congruency symbols I learned that show when something is congruent between two triangles, for example the angles.

 

Artifact 2:

Another artifact that I could use for this project is a scanned in copy of one of the flowcharts I created for a workbook problem.

 

How Artifact 2 exhibits growth:

Artifact 2 exhibits growth through the congruency statement that I use for the triangles.  This shows that I know how the 2 triangles are congruent.  Something that is also displayed is how I know the two triangles are similar with the three different pieces of evidence that I give.

 

Impact of growth:

Learning how to tell if two triangles are congruent or not will not only benefit me in the future for future geometry class problems that I have but since I learned how to create a flowchart I know how to prove whether something is congruent or not through congruency statements that I learned and this can benefit when I take a test because it provides a lot of evidence.