MATHS Targeted Standards (G) Concept: Geometry (CO) Domain: Congruence Cluster: Understand congruence in terms of rigid motions
MATHS.GCO.08 Prove two triangles are congruent using the congruence theorems such as ASA, SAS, and SSS.
Student Learning Targets:
Knowledge Targets
I can
I can
Reasoning Targets
I can determine congruence and similarity among geometric objects.
I can use similarity or congruence to solve for a missing side/angle.
Skills (Performance) Targets
I can use the definition of congruence, based on rigid motion, to explain the triangle congruence criteria; ASA, SSS, and SAS.
Product Targets
I can
I can
Proficiency Scale
Score
Description
Sample Activity
Advanced
In addition to Score 3.0, the student demonstrates indepth inferences and applications regarding more complex material that go beyond end of instruction expectations.
The student will be able to explain why triangles in a three dimensional figure are congruent.
The student will be able to prove statements by first proving congruent triangles.
The student will be able to explain why AA or SSA gives you congruent triangles only sometimes.

3.5
In addition to Score 3.0 performance, the student demonstrates indepth inferences and applications regarding the more complex content with partial success.
Proficient
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student can perform all the actions for each concept listed below:
The student will be able to prove triangles are congruent.
The student will be able to explain and apply the criteria of SSS, SAS, ASA, AAS, and HL to prove triangle congruency.
Jennifer states that ∆ABC ≅ ∆DEF can be proven by either ASA or AAS. Joshua disagrees – he says it can only be done by ASA because in ∆ABC it is missing the matching symbol to ∠D so we do not know if ∠A ≅ ∠D. Who is correct? Explain.
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
Progressing
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
The student can recognize and recall terminology to answer questions.
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
Beginning
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).

0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0
Even with help, the student demonstrates no understanding or skill.