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If students struggle to understand the given image, suggest they recreate the construction on their own.
Students read three rough drafts of proofs. Each rough draft provides support on a different aspect of the proof. Han’s work gives students a chance to check their understanding of the situation since he mixes up the angle bisector and perpendicular bisector. Clare’s work reminds students that the given triangle is isosceles and mentions the angles that we want to prove are congruent. Andre’s work mentions congruent triangles that can be used to establish that the desired angles are corresponding parts of congruent triangles. In this activity, students critique the reasoning of others before attempting to write a proof on their own. A copy of the script is provided with the blackline master for this lesson.
Arrange students in groups of 4. Distribute copies of the blackline master. Tell each student to choose a role and read the script aloud in their small group. Let students know that the script includes draft proofs for a conjecture they will be proving in a subsequent activity.
Han, Clare, and Andre were given the following task: “Construct an angle bisector. Write a proof that the ray you constructed is the angle bisector of angle
Read the script your teacher will give you. After each sentence, decide if there is anything to add to the diagram.
With your group, discuss each student’s approach. For each approach, answer these questions:
Before students share their own proof, invite students to share good ideas they heard in each student’s rough draft thinking. (Han names point
Construct an angle bisector. Write a proof that the ray you constructed is the angle bisector of angle
To Gather
Highlighters
This optional activity focuses on critiquing the reasoning of others (MP3). Students read and summarize a valid proof that an isosceles triangle has symmetry using the angle bisector of the vertex angle as a line of reflection. Then they critique a false proof that a parallelogram has symmetry using the diagonal as a line of reflection. This gives students an opportunity to experience a more complex proof, and also to understand how the given statements in a proof influence what can be concluded.
Making dynamic geometry software available gives students an opportunity to choose appropriate tools strategically (MP5).
Here is a diagram of an isosceles triangle
Here is a valid proof that the angle bisector of the vertex angle of an isosceles triangle is a line of symmetry.
Here is a diagram of parallelogram
Here is an invalid proof that a diagonal of a parallelogram is a line of symmetry.
Select students to share their annotations on the parallelogram diagram. Invite students to share the errors that they found and explain why they are errors.