Difference between revisions of "Shapes that are congruent"
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*Establish concept of congruence and define the concept | *Establish concept of congruence and define the concept | ||
'''Evaluation at the end of the activity''' | '''Evaluation at the end of the activity''' | ||
| − | + | *Students should be able to define congruence and identify shapes that are congruent | |
Revision as of 12:52, 15 April 2019
Objectives
To understand how the shapes are congruent
Estimated Time
Prerequisites/Instructions, prior preparations, if any
Prior knowledge of point, lines, angles, parallel lines, closed figure
Materials/ Resources needed
- Digital : Computer, geogebra application, projector.
- Non digital : Worksheet and pencil,6-8 strings (preferably in different colors)
- Image files :
Process (How to do the activity)
Use image files - “5. F-pentomino_Symmetry.svg”,“6. L-pentomino_Symmetry.svg”, “7. Congruence class image7.png”
- Are the things in the picture same?
- Which among them are same? Children can point out shapes that are same
- How can you say they are same?
- An example of how palms are same can be discussed, how can you place your palms to say that they are same
- HW. Make figures from sets of 5 squares: Cut out 5 squares of 1cm each with a newspaper. Try to make different shape with the 5 squares.How many different shapes are possible? (Stick in you note books any one of the combinations)
Use image file - “8.Congruence class image8.png”
- Name all the shapes in the picture.
- Point out figures that are of same shape.
- What about their size?
- Find figures that are exactly same.
- What do you call two things that are exactly same. What are the parameters that are required for two things to be exactly same(shape and size)?
- Establish concept of congruence and define the concept
Evaluation at the end of the activity
- Students should be able to define congruence and identify shapes that are congruent