Katie Chock

January 22, 2015

Error Analysis - 8th grade
The 8th grade topic being discussed is the idea of congruence verses similar figures. This
was the second time my class has gone over this concept. Congruent figures are ones that have
the same shape, same segment lengths, and same angle measures. Additionally, according to the
EngageNy packet, congruence maps a line to a line, a ray to a ray, a segment to a segment, and
an angle to an angle. Similar figures have the same shape and angle measures; however, their
lengths are not the same size. Their lengths are proportional to each other. Proportionality is
when you have two measurements that change at a constant rate.
For example, if I have two right triangles, with lengths that are the same, the triangles are
congruent. However, if I have two right triangles with lengths that are proportional, the triangles
are similar.
In my recording, students were confused on the definition of congruence. Students were
correct when they said two figures have the same shape, but then a student said congruence
meant figures have proportional lengths. They said, the figures have different lengths. They did
understand that congruent figures have the same angle measure. Furthermore, on the similar
figures side of the conversation, students said two figures are similar if they have the same shape,
and angle measure. Together we concluded that the lengths of the sides of similar figures are
proportional.
In a previous lesson, I could present students with many 2-figure examples, we could
write down observations, and discuss reasons whether they are congruent or similar, then give
reasons why. Once our class understands the foundation of why figures are congruent or similar
we can begin our lesson.