BridgewaterCollegeTeacherEducationProgramLessonPlan

Name:BrookeWean
Subject/Gradelevel:

LessonTitle:

Unit:

DateorLesson#:

3rd-math

Congruency wrap up

Geometry

#10; Mon 3/7

VirginiaSOL
/NationalStandard:

3.16 The student will identify and describe congruent and noncongruent plane figures.

MeasurableLessonObjective(s):

Students will be able to differentiate between congruent and noncongruent figures.

Materials/Technologies/ResourcesNeeded:
Motion man smartnotebook file
students need their clipbaord w/ motion man from Friday
ang.es recview worksheet
congruency worksheet
Assessment(Formativeand/orSummative):
1.

Congruence independent worksheet will demonstrate students ability to determine if figures are congruent or not.

AnticipatorySet(Hook&Agenda)
Teacherwill:

We have been talking about geometry for

a few weeks now. Today we are going to
finish up learning about congruent figures.

Studentswill:

Accommodations/
Differentiation:

Anticipated
Time:

Students think about what we have been

learning about with congruent figures-figures must be same size & same shape.

1 min

Access/ReviewPriorKnowledge
Teacherwill:

Studentswill:

Review Lines/angles/terms:

Students will watch brain pop video to review

terms we talked about with lines/angles. They
will use this prior knowledge for next activity.

Brainpop jr video
Body motions:
Students follow teachers
instructions and make
angles, lines, etc. with
arms
For each begin by showing
students each terms

Body motions-- students will be using their

arms to make lines and angles.
They will get to practice identifying each
line/angle and they will get to move around
to show me each line/angle.

Accommodations/
Differentiation:

Anticipated
Time:

Model and do this

with students to be
sure they are
making the correct
movements/demonstr
ations of terms

5 min

motion, Then say term

and motion as a group.

Little group stations: (15 min per station)

Bump game (Ms. Wean)
Angles activity (Mrs. Ray)
Independent work @ desks- angles
review sheet

During this activity students will have to

think about which lines have endpoints and
which lines have arrows (or both). They will
also have to think about what right, acute,
and obtuse angles look like.

During this activity students get to practice

again identifying lines and angles during a
game of bump. Students enjoy playing games
with their peers and having fun while
learning.

Listen in on each
group to be sure
students are
matching correct
terms with pictures.

45 min

During the angles activity students on the rug

are using a right angle and laying it over top
of figures to determine whether the figure has
right, acute or obtuse angles. They are
recording this information on their recording
sheet.
Independent work at their desks may be
working on other unfinished math work or
reading.

TeachingProcess&Modeling(Contentispresented,accessedorbuilt)
GuidedPractice&CheckingforUnderstanding
IndependentPractice
Thereisnoprescribedordertothissection;youmusttailortheordertothestudentsandthecontent.Thisshouldbethelongestportionofyourlesson
plan.

Teacherwill:

Studentswill:

Gather students back on the rug & pick

back up on congruence lesson from Friday.

Accommodations/
Differentiation:

Anticipated
Time:

Students bring to rug: pencil, clipboard

with motion man tracing & notebook paper
Start with brainpopjr video to review.
Emphasize: SAME SIZE & SAME
SHAPE
Motion man notebook file--

Slide 2: Translation practice

Slide 3: translation practice
Demonstrate which way
to turn their figure to
trace a translation.
Students trace their
motion man--translate
then trace. Label tracing
translation

Students will watch brain pop video to review

what we already know about congruence-figures must be same size & same shape. You
can rotate, translate, or reflect figures &
they are still congruent.

During this activity students are taking a

figure using translation, rotation or reflection
and tracing a new figure. In this activity
students are learning that either way they
move the figure they are not changing the

Before moving on to
next tracing have

5 min

Point out that the figure

did not change size/shape
even though it moved--so
its still congruent.
Slide 4: rotation practice
Slide 5: rotation practice
Demonstrate which way
to turn their picture to
trace it as a rotation.
students trace their
motion man--rotate then
trace. Label tracing
rotation
Point out that figure did
not change size/shape even
though it rotated. So it is
still congruent.
Slide 6: Reflection practice
Slide 7: Reflection practice
Demonstrate which way
to turn figure to reflect.
students trace their
motion man--reflect then
trace. Label tracing
reflection
Point out that figure did
not change size/shape even
though it flipped. So it is
still congruent.

Brainpop jr video-- slides/turns/flips

size or shape--therefore, the figures are

congruent.

students hold
clipboard in the air
so I can do a quick
check. If students
need to correct their
tracing let them
know.

5 min

Students review slides/turns/flips during video.

Students identify congruent figures vs non

congruent figures.

5 min

Students glue these into notebooks to refer

back to later.

Students go back to desks and complete

congruence worksheet independently.

3 min
be available to answer
questions students may
have.

Students can cut out their tracings & glue

into math notebook.

15 min

Closure:
Teacherwill:

Studentswill:

Check student work-- check tracings for

completion & correctness as they work on
independent worksheet before gluing.

Students can correct work if needed.

They can talk with me about what
they are doing wrong and how to fix
mistakes.

Accommodations
/Differentiation:

Anticipated
Time:

5 min

DeclarativeSummaryStatement:
Today we practiced with congruency some more and you were able to trace a figure a few different ways to notice that it was
congruent because you did not change the size or shape. Soon we will be taking our geometry test and we will be moving on to a
new unit--fractions.
ActivityIfExtraTimeRemainsorTechnologyFails
Teacherwill:
If extra time students can complete
unfinished work.

Studentswill:

Accommodations
/Differentiation:

Anticipated
Time:

Students who do not have unfinished work

may play bump with a partner.

Note:Attachorprovidehyperlinktoallhandouts,externaldocuments,resources,etc.