STANDARD BASED LESSON PLAN FORMAT

Lesson: Congruent/Similar Shapes

Subject Area: Math - Geometry
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Standard:
a. CCSS G1 - Reason with shapes and their attributes.
Objectives/Benchmarks and I Can Statements:
a. Students will define Congruent and Similar
i. I CAN tell what congruent means.
ii. I CAN tell what similar means.
b. Students will distinguish between congruent and similar shapes
i. I CAN tell the difference between congruent and similar
shapes
Anticipatory Set:
a. I will remind students about the previous lesson regarding
congruent shapes. We will quickly redefine the word congruent
(Same shape AND same size)
b. I will draw some shapes on the board and ask students if they

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are congruent or not

Input:
a. Task
i. After a few examples, I will draw two shapes that are
similar and discuss the definition of similar (same shape
BUT different size). I will write both words, their
definition, and an example on the board.
ii. I will tell students that they will now begin to find their
own congruent and similar shapes.
iii. First, with voices off, find a partner in the room with the
same color shirt as you and stand next to them.
iv. With your partner, you will find two objects in the room
that are either congruent or similar shapes. Write or
draw the object on your paper. You will have 3 minutes
to find the objects and then we will move on to the next
part of our activity. Those who work quickly and quietly
will get a chance to share.

v. After the 3 minutes are up, I will reconvene the

students.
vi. Now, were going to let some groups share about their
objects. When its your turn, come up and tell the group
what your two objects were. For everyone else, Im going
to give you these cards that say Similar and
Congruent. If you think the objects are similar, hold up
the side that says Similar, if they are congruent, hold
up the side that says Congruent I will then quickly
review the definitions of congruent and similar.
vii. Students will share as time allows.
viii. As a review of our graphing lessons, as a group we will
also be keeping track of whether there were more
congruent or similar shapes found.
b. Thinking Levels

i. Analyze: Do you think we will find/have found more congruent or

similar shapes?
ii. Application: Were going to look around the room and see what kinds
of shapes you can find. See if you can find a set of either congruent
or similar shapes.
iii. Evaluate: Are these objects congruent or similar? Why do you think
that?

c. Learning Styles and/or Accommodations

i. Remediation: Students who are having trouble finding two shapes

may be given two shapes and asked if they are congruent or similar.
ii. Extensions: If the class finishes quickly and seems to understand,
we will do the dot-to-dot worksheet, creating similar and congruent
shapes.
iii. Learning Styles:
1. Visual Students will be able to see objects in their daily
life that are congruent/similar
2. Verbal We will discuss the differences between
congruent/similar shapes
3. Kinestetic Students will be handling objects they think
are similar/congruent shapes.
4. Interpersonal Students will work with a partner

d. Materials
i. Front board
ii. One pencil and paper per pair

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iii. One Similar and Congruent card per pair

iv. Objects around the room
Modeling
a. I will model part one by finding two objects in the room to
compare
b. I will guide the first group to share as a model for the rest of

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the class.
Checking for Understanding
a. I will question student throughout the whole process
b. I will continually review the terms Congruent and Similar
Guided Practice
a. I will circulate the room while students are looking for shapes,
providing guidance and answering questions.
Independent Practice
a. The students working in pairs to find and record objects around
the room will serve as independent practice.
Closure
a. We will again review the terms and go over our graph.
b. Why is there more/less similar objects than congruent ones?
Assessment
a. I will informally assess students based on participation and a
visual observation of their answers with their judgement cards.
Reflection
a. Reflection will take place after the lesson is taught.