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Similarity and Congruence (view source)
Revision as of 02:01, 6 December 2013
, 02:01, 6 December 2013no edit summary
= Concept Map =
= Concept Map =
<mm>[[5a._Similar_and_Congruent_triangles.mm|Flash]]</mm>
__FORCETOC__
__FORCETOC__
= Textbook =
= Textbook =
= Teaching Outlines =
= Teaching Outlines =
==Concept #==
==Concept #1 - Understanding similarity==
===Learning objectives===
===Learning objectives===
#To show similar planar figures, discuss congruence and properties of congruent/ similar triangles
===Notes for teachers===
===Notes for teachers===
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''
===Activity No # ===
===Activity No #1 ===
{| style="height:10px; float:right; align:center;"
{| style="height:10px; float:right; align:center;"
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
|}
|}
==== Material and Resources Required ====
Blackboard
Geogebra files +
projector
Calculator
'''[[Pre-requisites/Instructions]] '''
* Planar figures and triangles
* Draw pairs of figures on the board [ both similar and dissimilar]; they can identify overlap of congruent figures
* Ask the children to identify
* If the children know the names of the theorem, ask them to explain- ask them what is SSS, AAA, ASA
* Show ratio and give the idea of proportionality
* Geogebra files. When I change the sides/ proportion, the triangles change in size. But the proportion remains the same, angle remains the same
* With calculator they verify 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
==== Evaluation ====
[Activity evaluation -
What should the teacher watch for when you do the activity; based on
what they know change]
* 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
* Direct substitution
* '''Estimated Time'''
* '''Estimated Time'''
* '''Materials/ Resources needed'''
* '''Materials/ Resources needed'''
= References =
= References =
== Enrichment Activities ==
=== Activity 2 Similar Triangles ===
'''Learning Objective'''
To show similar planar
figures, discuss congruence and properties of congruent/ similar
triangles
==== Material and Resources Required ====
Blackboard
Geogebra files +
projector
Calculator
'''[[Pre-requisites/Instructions]] '''
* Planar figures and triangles
* Draw pairs of figures on the board [ both similar and dissimilar]; they can identify overlap of congruent figures
* Ask the children to identify
* If the children know the names of the theorem, ask them to explain- ask them what is SSS, AAA, ASA
* Show ratio and give the idea of proportionality
* Geogebra files. When I change the sides/ proportion, the triangles change in size. But the proportion remains the same, angle remains the same
* With calculator they verify 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
==== Evaluation ====
[Activity evaluation -
What should the teacher watch for when you do the activity; based on
what they know change]
* 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
* Direct substitution