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# KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate:

Samantha Reed

## Cooperating Teacher: Jessica Mack Group Size: 25 Allotted Time

Subject or Topic:

## Math-Congruent and Similar Figures Section

STANDARD: C.2.3.4.A.2 Classify two dimensional figures by properties of their lines and angles. I. Performance Objectives (Learning Outcomes): The fourth grade students will recognize congruent and similar shapes by identifying flips turns and similarities. II. Instructional Materials -Colored triangles (6 per student) -Congruent Flashcards page -Similar Flashcards page -Glue -Scissors -Example Triangles III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea). A. Prerequisite skills 1. Basic understanding of the properties of polygons. B. Key Vocabulary 1. Congruent: having the same size and shape 2. Flip: to turn a figure over 3. Turn: to rotate a figure 4. Slide: to move a figure in one direction 5. Similar: having the same shape. C. Big Idea: Congruent shapes have the same size and shape, similar shapes have the same shape. IV. Implementation A. Introduction 1. Give each student 6 triangles of the same size.

2. Have them cut out the triangles and look at them. Question, what is the same, and how do they look different and why? B. Development 1. Hint at the students about flipping and turning the shapes. 2. Now explain that if two shapes have the same size and shape then they are congruent. Write congruent on the board so they can see the word. 3. Now hand out the flashcards and have them cut along the dotted lines, and then fold the sheet in half. 4. Show a flip on the board and ask the student what they think it is called. Have them glue down the flipped shapes on the cards, then open it up and write flip-to turn a figure over. 5. Repeat the same with turn-to rotate a figure, and slide-to move a figure in one direction. 6. Now have the students set this set of flashcards aside. 7. Now explain that if two shapes are the same shape but not necessarily the same size, then they are similar. 8. Hand out the flashcards and say that some shapes are similar, some shapes are congruent and some shapes are both. Have them guess which sets of shapes on the flashcards are congruent. Then label it, and then label the similar, and the similar and congruent shapes. 9. Have the students use both sets of flashcards to work on workbook page 86. C. Closure 1. Write down the homework to finish workbook page 8-6. Sign the homework books and line up for lunch. D. Accommodations/Differentiation 1. Work closely with students who struggle with the concept while the other students begin their homework. E. Assessment/Evaluation Plan 1. Formative-Collect the workbook page. 2. Summative-There is no summative assessment for this lesson. V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught)

Remediation Plan

B. Personal Reflection 1. How effective were the flashcards in showing the different types of congruent and similar shapes?

## 2. How could this lesson be improved?

VI. Resources Charles, Randall I. "Chapter 8." Scott Foresman-Addison Wesley Math. Teacher's ed. Vol. 2. Menlo Park, CA: Scott Foresman Addison Wesley, 1999. 200-03. Print. Grade 4.