1. Topic-
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2. Content-
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3. Goals: Aims/Outcomes-
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1. Students will be able to identify figures as being congruent
or similar.
2. Students will explain the difference between congruent and similar
figures. |
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4. Objectives-
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1. Students will participate in working partnerships to determine
whether figures are congruent or similar. |
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5. Materials and Aids-
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geometric shapes, geometric models, chart paper, workmats, pencils,
markers, Smartboard, computer with Internet Access if necessary |
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6. Procedures/Methods-
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A. Introduction-
1.The teacher will begin by displaying two different sized circular
wooden blocks. Ask: "How are these two figures alike?" Teacher will
record their answers on a chart. Ask: "How are these two figures different?"
Teacher will record their answers on a chart. Teacher will explain
to the children that these wood circles are "similar". Teacher will
share the definition on the chart and have a student read it. Definition:
Similar figures have the same shape but different sizes.
2. Teacher will display two same-sized rectangular wooden blocks.
Ask: "How are these rectangles the same?" Teacher will record their
answers on the chart. Ask: "How are these two figures different?"
Note that there are no differences. Teacher will explain though the
students that the rectangular figures are congruent. Teacher will
share the definition for congruent on the chart and have a student
read it. Definition: Congruent figures have the same size and same
shape. |
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B. Development-
1. The teacher will explain to the children that they will be working
in partnerships with Math Manipulatives. They will be asked to sort
geometric shapes into the category of similar or congruent.
2. The teacher will ask volunteers to help model the task with chart
and geometric shapes. Once children have an understanding of the expectations,
they will proceed in partner work. |
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C. Practice-
1. The teacher will distribute one workmat and bag of geometric
shapes to each student partnership.
2. The children will investigate their baggies and explore with the
shapes.
3. The children will separate the shapes and find which shapes they
found to be similar and place them in the appropriate box. They will
then find which shapes they found to be congruent and place them in
the appropriate box.
4. The children will then respond to the questions: "How did you know
these shapes are similar?" and "How did you know these shapes are
congruent?" |
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D. Independent Practice-
1. The teacher will circulate among the children and discuss the
methods they used to determine similar and congruent.
2. The children will trace their shapes to record and share their
work.
3. The teacher will observe student interaction throughout the lesson. |
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E. Accommodations (Differentiated Instruction)-
1. Student groups may be ability paired to allow more advanced students
to help classmates.
2. IEP's will be checked for specific accommodations. |
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F. Checking for understanding-
1. The teacher will ask groups to share their work. Ask: "What pairs
did you find to be similar?" Then ask: "How did you decide which figures
were similar?"
2. The teacher will do the same for congruent shapes expecting children
to discuss how they determined the differences between the shapes. |
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G. Closure-
1. The teacher will ask the students to explain the following: "If
you were to explain to an absent classmate or a friend from another
class, what we learned today, who could explain the difference between
similar and congruent figures?"
2. Children will be introduced to Mathematics Websites they can use
to further explore congruent and similar figures. |
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7. Evaluation-
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The children were successfully able to determine which shapes were
similar and which shapes were congruent. |
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