Adam Welcher
Congruent Shapes (Math)
2-23-10
Lesson Plan
Lesson: Congruent Shapes (Math)
Length: 45 minutes
Age or Grade Level Intended: 2nd
Academic Standard(s):
Math 2.4.5: Describe, classify, and sort plane and solid geometric shapes according to
the number and shape of faces and the number of faces and the number of sides, edges
and or vertices.
Performance Objective(s): Students will discover that the term congruent
means same size and same shape by categorizing various shapes on poster board with
90% accuracy.
Assessment: Students, with a partner, will complete a poster board classifying shapes
as either “congruent” or “congruent”
• Advance Preparation by Teacher:
• poster board, glue, markers
• Baggies full of various shapes both that are congruent and non-congruent. Make sure
to include extra shapes to vary the poster boards from one pair to another.
• Overhead of Congruent and Non-congruent shapes.
• book- Look What I Can Do-Jose Areguo
Procedure:
Introduction/Motivation: Begin reading the book, Look What I Can Do.
As you read the story have the children pay close attention to the pictures. The animals
in the story are “copy cats” and are exactly the same. Instead of calling the two animals
“copy-cats” they can call them “congruent” instead. Write this word on the board and
come up with a definition as a class. If they struggle, help lead the class toward the idea
that congruent means both items are the same size and shape.
Step by Step Plan:
1. Display overheads with congruent objects on them. After every couple of cards, ask
students to remind you what the term “congruent” means. If the students fail to
recognize that congruent means same size and same shape, have them reflect on the
discussion you had following your reading of the book. (Gardner: Visual/Spatial,
Verbal/Linguistic) (Bloom’s: Knowledge, Comprehension)
Adam Welcher
Congruent Shapes (Math)
2-23-10
2. Discuss how the squares on the cards are similar because they are the same shape but
are not congruent because they are not the same size. (Bloom’s: Analysis) Invite
several students to draw congruent shapes on the board. (Gardner: Visual/Spatial,
Logical/Mathematical) Discuss what makes them congruent. Question students
about the possibility of a square and a triangle being considered congruent. “Is this a
possibility? Encourage them to defend their answers. (Bloom’s: Evaluation,
Knowledge, Comprehension)
3. Divide the class into pairs. (Gardner: Interpersonal) Give one poster board and a bag
of shapes to each pair. Ask the student who has a birthday closer to Christmas to
draw a line down the middle of the poster board horizontally (across). (Gardner:
Visual/Spatial) At the top of the upper section, have the other student write the word
“Congruent.” At the top of the bottom section, have the same student write the
phrase “Not-Congruent.”
4. Challenge the students to place the shapes in the correct category. Before having
them begin, ensure that you go over with them the importance of teamwork, and how
arguing and fighting will not be allowed. Write these guidelines on the board and
have the students read them to you before continuing.
5. Have the students place the shapes in the correct category, and when they both think
they have it correct, they are to call you over and have you check their answers.
Write this as Step 3 on the board before passing out the poster board.
6. Once they have your approval, the student with the birthday closer to Christmas will
put the glue on each piece of paper, and the other partner will carefully glue the piece
to the paper under the correct category.
7. Allow time for groups to complete. Upon completion, they should raise their hand to
have you come over to get final approval. (Write this as step 4 on the board, and go
over before hand.)
8. If select groups get done before others, they are to get out their S.S.R. book and begin
reading quietly. (This will be Step 5 on the chalkboard to be reviewed before
beginning.)
9. Each pair will get a brief period to come up and show the class what they have done.
10. Transition to next activity.
Closure: After presentations, teacher will collect posters and review with students
one final time what the term “congruent” refers to. Why do they think it is important that
we learn about shapes that are similar? How might this help them in the future?
Adaptations/Enrichment: (Will add as soon as we discuss Trevor’s meeting)
Self-Reflection: How did the lesson go? Do students understand the definition of
congruency? How did I do with managing classroom behavior? How did the students
react to the story?
Adam Welcher
Congruent Shapes (Math)
2-23-10