Congruence Stephanie Schott Date: Oct 2013 Grade and Period: 9th, period 1 (45mins)

Strengths of the Class: They are usually quiet and attentive during direct instruction, most students are good at working on assignments independently or in partners. Off-task behavior is relatively minimal compared to other periods. Unique Needs of the Class: They are often hesitant to ask questions or participate during whole-group instruction. One student typically asks and answers all of the questions, is usually ahead of most of the class, which I believe results in a perception (to teacher AND rest of class) that the whole class understands more than they actually do. (Which could be one reason other students are hesitant to speak up, because they don't want to let the class know they are 'behind') Also, since this is 1st period, there are typically 1-2 students late every class.

Subject: Congruence and Rigid Transformations Curriculum Standards: G.CO.6-8 in these three standards we help students make the connections between rigid transformation (previous unit) and criteria for congruence. This mini-lesson will focus on developing a conceptual understanding and definition of congruence, which is a prerequisite for accomplishing the goals outlined in the standards themselves. G.CO.6 - Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. G.CO.7 - Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. G.CO.8 - Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. Mathematical Practice Standards: Construct viable arguments and critique the reasoning of others

Lesson Topic: What is congruence? Homework (if any) from previous day: none, just finished unit test.

Learning Objectives for Students: o Students will be able to recognize the relationship between rigid transformations and congruence in the plane by hand or with dynamic geometry software, and explain this relationship verbally. o Students will be able to show whether or not geometric objects are congruent in writing using either triangle congruence criteria and/or rigid transformations. Content Objectives for the Lesson: o Students will be able to distinguish between objects that are congruent and objects that are not

congruent. o Students will be able to define congruence. Language Objectives for Students: o Students will be able to verbally explain differences between congruence and non-congruence in a small group setting o WIDA1-2 can respond to yes or no questions about differences or list characteristics. o WIDA 3 can share their opinions on differences. o WIDA 4-5 can defend their points of view and make comparisons. o Students will be able to write the definition of congruence in their notes. o WIDA 1- can draw and label accompanying pictures and diagrams, attempts to write definitions o All others no modifications

Starter: (Will use starter determined by Site teacher If I was teaching the entire class period, I would probably use one or two problems from the test just taken that were frequently missed, have the students think-pair-share their answers and how they got them, and then have a 1-2 min. discussion as a class) Class Procedures: Site teacher's typical class-time structure: Students work on starter (5mins), direct instruction to whole class on solutions to starter (10mins), either A-notes on new topic and example problems (15mins) or B -explanation of new assignment and example problem (5mins), remainder of time to work on worksheet/homework (either independently or with partners), exit ticket (available the last 5 mins of class). Class Work (Questions/Activities): Give students a copy of the attached handout. This handout features two columns with a variety of object pairs under each of the column headings (Group A, Group B). Students will discuss in groups of 3-4 the similarities and differences they notice in the columns, and come up with a rule that determines whether or not an object pair would belong in Group A or Group B. They should record this rule on the worksheet. During group work teacher will observe conversations and note groups with rules of interest. (5 mins) Have 2-3 groups share their rules with the whole class, and discuss these rules. (3-5mins) Then share the rule verbally and write on the board: object pairs that have the same size and shape belong in group A, otherwise they belong in group B. (if any of the student's groups came up with this rule, have them share it last, and discuss from there) Have students discuss whether or not this rule works (2-5mins). Tell them that if we use this rule, we can call items in Group A Congruent and items in Group B not congruent. Have students write a formal definition in their notes and include pictures from the worksheet as examples and non-examples of congruence. (5mins) Have students think-pair-share about the difference between congruence and equivalence, then discuss as a class (2-3 minutes). Site teacher will explain worksheet on triangle congruence requirements and students will work on the assignment the rest of period.

Plans for Assessment: Exit ticket: What is congruence, and how is it different from equality (and/or similarity)? Explain in words, draw and label pictures, list differences, or use a venn diagram.

Homework: Worksheet provided by site teacher to accompany her portion of the lesson

Plans for Enrichment For example, those who complete lessons early I designed this activity to be done in groups and alternate between whole-class and subset-of-the-class activities every few minutes so that students who complete portions will only be waiting for a short time. During smaller-group time I will ask follow-up or greater depth questions for those groups/individuals who finish early. Example: now that you have your rule, come up with a few more examples for each group. Now that you've talked about the differences between congruence and equivalence, how are they alike? What are the differences between congruence and similarity? (included this as part of exit ticket for a tiered assessment)

Plans for Remediation For example, those in need of additional support Students work in groups (ideally will have a balance of students who are ahead and students who may need more support) to allow for extra student support for students who may struggle. Either that day as I notice struggling students, or the next day after I've identified students who struggled with the exitticket I will either work with them one-on-one during individual homework time, or I will review the topic as a class if there are several struggling students. Plans for English Language Learners: Specific modifications were mentioned in the language objectives, I would probably also be careful when we get to the formal definition stage to define and model different forms of the word explicitly (congruence, congruent vs. equality, equal vs. similarity, similar) as the nuances of these distinctions may not come as easily to non-native speakers. Additionally, using verbal and written instructions for dual-support. Reflection: (have not given this lesson yet) I would look for on-task behavior, especially with regards to the timing activities, as I may need to adjust my original time allowances for each activity. Also, based on the exit-ticket responses I would look for areas of confusion and clarity as an indicator of adaptations needed in future lessons or activities that achieved their desired outcome, respectively.

Name__________________________ Period__________________________ Date___________________________ 1. Study the object pairs in the two groups below, and look for similarities and differences. Group A and ABC and EBD
A B C D E

Group B A photo that is its original size, and a photo that has been enlarged (made bigger)

and and 2x+3 and 3+2x

A B

2 cm and 2 cm

90 and 90

and
C D

One circle with a 2 cm radius, and a different circle with a 2 cm radius

and
C

and

B D

2. Suppose you were given a new pair of objects and you wanted to place them in either Group A or Group B (it can only belong in one). Write a rule that explains which object pairs belong in group A. _____________________________________________________________________________________ _____________________________________________________________________________________

Bonus: Give the groups a name based on the things you noticed, and try to add object pairs to each group.