Similar+and+Congruent+Figures

= Similar and Congruent Figures Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 27 || **Date / Time ** March 22 11:35 pm || Math |||| **School ** Waverly Elementary || **Mentor ** Brian Eisentraut || = I. Value of the Lesson  – //What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // = Students will be able to identify figures that are either similar or congruent. || Language Function: identify congruent and similar figures <span style="font-family: Arial,Helvetica,sans-serif;">Keywords: similar and congruent || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will complete a worksheet where they identify congreunt and similar figures in a picture and draw in their own. ||
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 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (planned for use in this lesson) ==

**<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">II. Context for Learning ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">What factors will influence my instructional decisions? How will my instruction respond to these factors? // <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) |||| <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Differentiated Practices for <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">this Lesson ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Individual or Small Group Needs **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Clara and Madison need more one on one instruction. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">I will walk around and sit down with both Madison and Clara to make sure they have an understanding of similar and congruent figures. I will check their work as they go along to see if they are struggling and if so with what part. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">(Ex. Family/community/cultural assets; Perspective- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Taking; etc.) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Implications for this Lesson** || = = = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">III. Instructional Procedures //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">– What instructional strategies will I use to ensure that every child is a successful learner? // = Students will review what it means when two figures are congruent. They will then be introduced to what it means when two figures are similar. The students will review examples and then work on identifying congurent and similar figures in a picture. They will then be asked to ass similar and congruent shapes to the figure. After, the studnets will be asked to draw examples of similar and congruent figures on their own.
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 * <  |||| Students will be drawing their own similar and congruent shapes. They will have a choice in how they may want to do this. ||

= <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">IV. Analysis and Reflection <span style="font-family: 'Arial','sans-serif';">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">To what extent are my students learning? How can I improve my professional skills? (complete ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">after ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">teaching) // = // What does the data from the formative assessment indicate about student learning? // // To what extent did the students acquire the intended learning? // || Students were able to look at a picture and find congruent and similar figures. The picture consisted of many shapes that were similar and congruent. They then had to answer questions based on the picture and even add similar windows to the picture. The students all did the worksheet with at least a 80% accuracy. || // Address a minimum of three of the following questions: // // What is working? What is not? For whom? Why? // // How did you use informal feedback from the students to make instructional decisions while you were teaching the lesson? // // What changes would you make to your instructional procedure that would improve student learning? // // How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? // // How did the feedback you gave students help address their needs in relation to the instructional objectives? // // Analyze your biggest challenge during this lesson. What did you learn through it? How does that impact your future decision-making? // // Based on the results of this lesson, what are your next steps? // // What big ideas or insights are you developing about teaching? // || I thought this topic would be simple for students because they usually grasp the concepts quickly. They seemed to make it harder than what it was. I kept going over the meaning of similar compared to congruent and then I would then ask students. I did this several times through out the lesson which I believed helped the concept to clock in students' heads. They also had to draw their own similar and not similar figures and switch papers and have a partner identify which ones were similar or not. Not only that but students had to explain they labeled the figures that way. After the repeat practice it seems as though all the students got the concept. I noticed confusing in the patner activity. I left the directions on the screen so students could read them through out class to help remember. I also drew an example on the board so they could visually see what I meant. One student said he did not understand it and I worked with him. After I had him do the worksheet on his own which he did really well at. I let him know that he said that he had trouble but he did really well on the worksheet. I think the student was happy to hear this and it boosted his confidence. ||
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