Congruent Shapes Unit of Study 11: Plane Shapes in Motion Global Concept Guide: 2 of 3

Content Development  Students need to understand that congruent figures have the same shape and size. This can be a connection to students composing and decomposing shapes with pattern blocks.  Students often confuse congruent shapes if they are presented in different positions or orientations.  Understanding congruency is a building block to understanding symmetry, our next GCG.

Day 1  Use the Unlock the Problem on p. 435 to have students derive their own definition for congruency. The examples and non- examples should be used to help students create their definitions.  When using the Unlock the Problem on p. 438, #10, pose the questions without using the textbook prompts (A-D). Students will benefit from the higher rigor needed when problem solving.  Have students search for real world examples of congruency in the classroom and around the school.

Day 2  Day 2 may lend itself to creating congruent shapes more than identifying them.  Ensure that when students create congruent shapes they position them in multiples ways, changing the positioning and orientation.  Geo Dot Paper and Geoboards can be used to help students create accurate drawings showing congruent figures.

Enrich/Reteach/Intervention  Reteach – Use Reteach Activity on TE p. 439B, using the Geoboards to create congruent figures.  Enrich – Use Enrich Activity on TE p. 439B, using the Geo Dot Paper. Working in pairs, students give clues to their peers about the shapes they created.