GCU College of Education: Lesson Plan on Congruence and Similarity

This lesson plan focuses on teaching students about congruence and similarity in geometric constructions. The objective is for students to understand the meaning of congruence and similarity, identify congruent objects, find unknown sides and angles of triangles, identify and prove triangle theorems, identify bisector segments, and understand properties of isosceles objects. The lesson includes activities designed to test students' understanding of these concepts, with a focus on using the SAS tool and demonstrating deductive reasoning. The plan references academic language and required materials, including books and online resources, to support student learning and understanding of the relationships between congruence, similarity, and construction. The lesson is designed for a 40-minute class period.

Lesson plan: Congruence and
Similarity with Constructions
Overview
The purpose is to understand meaning of;
Congruence
similarity in constructions.
The congruence is figures or objectives of same size
and shape.
The purpose is to ensure the learners understand the
concept.

 The lesson focuses on;
 Determining the relationship between;
 congruence
 similarity.
 This is in regard to mathematics constructions.
 It provides the basic skills to the learners this
concept.
 It focus on testing if the learners are able to;
 Identify different objects of congruent
Objective

 Identification of objects
 Find unknown sides of the angles of triangles
 Identify and proof triangle theorem
 Identification of the bisector segment
 Identification of the properties of the isosceles
objects
 Construction of the congruent segment.
Activity

 Time required
 40 minutes for the activities in class would be required
Time

 To know if the learners differentiate between;
 Congruent
 Similarity.
 Aim at testing if the learners are able to use SAS tool.
 To tests for congruent objects such as;
 triangles and demonstration of deductive reasoning.
Specific Learning
Target(s)/Objectives

 Cognitive Academic Language is used.
 Learners and teachers use it to;
 understand the mathematical vocabularies used.
Academic Language

Description
 The book by Besters-Dilger and others is needed in this lesson.
 This is because it illustrates more about the language used in teaching this lesson.
 This book if found below;
 Besters-Dilger, J., Dermarkar, C., Pfänder, S., & Rabus, A. (Eds.). (2014). Congruence in
contact-induced language change: Language families, typological resemblance, and
perceived similarity (Vol. 27). Walter de Gruyter.
 The book by Alt and others is as well needed in this lesson.
 Because it provides the geometric relations between Congruence, similarity for better
understanding of learners.
 Alt, H., Mehlhorn, K., Wagener, H., & Welzl, E. (1988). Congruence, similarity, and
symmetries of geometric objects. Discrete & Computational Geometry, 3(3), 237-256.
 The online website below is required in this lesson.
 For clear understanding of the discussed parameters.
 Constructions, Congruence, and Similarity. (n.d.). Retrived from https
://www.math.tamu.edu/~mila.mogilevsky/10_1.pdf
 This online website is as well needed for learners to understand the relationship
between Congruence and Construction .
 Congruence and Construction .(n.d.). Retrived from https
://www.eduplace.com/math/mw/models/overview/6_15_3.html
Materials