3. Questioning
What question(s) could you ask yourself to help
you understand if two shapes are congruent?
Are the shapes the same size and shape?
4. Thinking Strategies:
Can you visualize and summarize what it
means for two shapes to be congruent?
Basically, congruent means “same size, same shape.”
7. Questioning
What question(s) could you ask yourself to help
you understand if two shapes are similar?
Are the shapes the same?
If so, they are similar
8. Thinking Strategies:
Can you visualize and summarize what it
means for two shapes to be similar?
Basically, similar means
“same shape, but could be different sizes”
9. Reflection
Look at your list of congruent
items. What shapes are
the congruent items? Why
are they the same size?
What would you have to
do to two similar shaped
items to make them
congruent.
11. Did You Know?
Congruent:
Why such a funny word that
basically means "equal"?
Probably because they would
only be "equal" if laid on top of
each other. Anyway it comes
from Latin congruere, "to agree".
So the shapes "agree"
12. Investigating Congruent Shapes
In this investigation:
2. Each student will receive a card with a
two-dimensional shape on it.
3. Your task is to find a student who has
a card with a two-dimensional shape
that is congruent to the shape on your
card.
4. Be ready to explain why you think your
shapes are congruent and (if not) why
they aren’t congruent. card
We will do this 3 times.
13. Reflection
Identify a thinking strategy
(visualizing, inferring,
summarizing, connections,
schema, questioning,…) that
helps you understand what
makes two shapes congruent
and explain how this strategy
helps you understand.