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Lesson Plan

Name: Chelsea Webb

Subject: Math 7
SOL: Mathematics 7.6
Start time:
Lesson Title: Similar and Congruent
Objectives (What do you want students to know, do, or feel as a result of your instruction?)
Define similar as having the same shape and having proportional sides.
Define congruent as having the same shape and size.
Construct similar and congruent figures.
Critical vocabulary:


Date: 4.8.14
Grade: 7th
Stop time:


clay/play-doh, paper, pencils, crayons, markers, colored pencils, shaving cream (to draw on
desk), scissors, glue

Intro (how do you capture their attention and get them interested?):

Ask students if they know what similar means.

Ask students if they know what congruent means.
Tell students we will be learning about similar and congruent shapes today.
Body (what comes after your interesting intro?)

Define similar as having the same shape and having proportional sides.
Define congruent as having the same shape and size.
Show examples of similar shapes to students and explain that similar shapes have just been made smaller or larger.
The ratio of the sides is the same. (We have discussed ratios.)

Show examples of congruent shapes to students and explain that congruent shapes are exactly the same as the
original shape.

Allow students to choose a medium in which they would like to create a shape. (Do this after giving instructions).
Tell students to draw or create a shape of their choice. (About 5 minutes)
Next, tell students to trade shapes with a partner. With the new shape in front of them, tell them to construct a
similar shape and a congruent shape. (About 10 minutes)
Once their similar and congruent shapes are constructed, ask students to label which is which and write a short
statement about why one is similar (What makes it similar to the original?) and why one is congruent (What makes
it congruent to the original?). (About 5 minutes)

Closure (purposeful summary-help them remember today or anticipate tomorrow):

Ask for a few volunteers to share their shapes with the class and their explanations.
Then, clean-up.

At home, find similar and/or congruent shapes. Post pictures of these on the class Facebook group. (Post labels and
short explanations in the captions of the photos.)
Assessment: (How will you assess if they have mastered your objectives? Be specific.)

Students will be able to answer the following questions:

1. What is a similar shape?
2. What is a congruent shape?
Students will be observed while they are constructing their similar and congruent shapes.
I will be walking around the room to answer any questions.
I will also be using a notebook to make notes on students who may be struggling.
The criteria I will be observing are as follows:
1. Is the similar shape bigger or smaller than the original?
2. Is the congruent shape the same or close to the same as the original?
3. Are the shapes labeled correctly?
4. Is there a sufficient explanation for why the shape is similar or congruent?