Congruent Shapes: Teacher Notes

Communication — Students have to analyze and understand the meaning of the material that is presented to them and then use it to express their answers.
Personal and Social Values and Skills — Students have to communicate with each other sharing personal opinions and insights about the concepts.

Procedure:

Student’s Role:

Students get into pairs, select two geoboards, and some pattern blocks. One student will make a shape on the geoboard and the other student has to make the congruent figure on his or her geoboard. Each student then records the shape on his or her own dot paper. The students switch roles after each shape.

They can also try it using the pattern blocks. One student makes a shape with the pattern blocks and the other student makes the congruent shape. Each student records his or her shape on a piece of dot paper. Students switch roles after each shape.

Teacher’s Role:

Teacher does performance assessments of student’s as they work. Assess whether the students make the congruent shapes.
Adaptation(s)/Extension(s):

Students could make and match congruent three-dimensional objects as well. (G-7, G-8)
Provide designs that students could attempt to make and then find the congruent figure.

Resources:

Saskatchewan Education. (1992). Mathematics: A curriculum for the elementary level. Regina, SK: Author.
Assessment/Evaluation:

Performance Assessment — Teacher evaluates pairs of students on their ability to make shapes and then make the congruent figure. Refer to performance assessment form to go along with activity.

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