Brainstorming

Rationale:
I would use this strategy because I would want to know how well my students can identify similar triangles and write proportions. Secondly, I would want my students to discover the theorem on their own instead of just giving it to them.

Course:
Geometry – Chapter 7 Section 4 Similarity in Right Triangles. This strategy is implemented with ninth and tenth grade Geometry students who have been studying similar triangles. We would have been writing and solving different ratios that are involved in the triangles.

Diverse learners:
This strategy would mostly benefit the kinesthetic learner because they prefer to jump right in.

Procedure:
1. I had the triangle on the board with the altitude drawn from the right angle to the hypotenuse. 2. I prompted the students with the question "Do you see the triangle?" 3. Students began sharing what they saw and I had a student draw and label the three triangles. 4. I asked the students, "Focusing on this chapter, what can you tell me about these triangles?

Potential Issues:
A problem that might occur is that not all the students will be able to participate orally, but the teacher needs to keep them all involved.

Materials:
Overhead of the.