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Similarity and Congruence (view source)
Revision as of 02:26, 6 December 2013
, 02:26, 6 December 2013→Concept #1 - Understanding similarity
#Draw pairs of figures on the board [ both similar and dissimilar]; they can identify overlap of congruent figures
#Draw pairs of figures on the board [ both similar and dissimilar]; they can identify overlap of congruent figures
#Demonstrate using Geogebra files and discuss
#Demonstrate using Geogebra files and discuss
#As part of the procedure, the teacher can use the following points to evaluate the activity as well as evaluate student understanding
*Confusion between congruence and similarity
*When they give the theorem, if they cannot identify included side and angle
*When there is a wrong answer, identify what is the source of the confusion – sides, ratio and proportion
* '''Developmental Questions (What discussion questions)'''
* '''Developmental Questions (What discussion questions)'''
# Can you identify similar figures?
# Can you identify similar figures?
#With calculator verify the proportion (this is very very useful for involving the whole class) they all can see the proportion remains constant though the size changes
#With calculator verify the proportion (this is very very useful for involving the whole class) they all can see the proportion remains constant though the size changes
#Show the arithmetic behind the proportion
#Show the arithmetic behind the proportion
*'''Evaluation'''
* '''Evaluation (Questions for assessment of the child)'''
#Direct substitution in simple textbook problems
#Distinguish congruence and similarity
#With a pencil and a ruler, how can you estimate the height of a pole
#Can they relate the theorem to the facts and figures?
* '''Question Corner'''
* '''Question Corner'''
* '''Evaluation (Questions for assessment of the child)'''
* '''Evaluation (Questions for assessment of the child)'''
* '''Question Corner'''
* '''Question Corner'''
==Concept #==
==Concept #==