Lesson plan - Study Island



|Math Lesson: Similar Figures |Grade Level: 4-5 |

|Lesson Summary: Students will review the meaning of the word “congruent” and then learn the definition of “similar,” a related word. Students will view a graphic |

|that demonstrates the meaning of similar. Students will complete a graphic organizer that includes a definition in the student’s own words, a recreation of the |

|graphic showing the definition, examples of similar figures, and non-examples of similar figures. Students will see a variety of paired figures showing both |

|similar and dissimilar figures and use yes/no cards to respond to each pair of figures. Students will then complete an activity sorting pairs of figures into |

|examples and non-examples of similar figures. Advanced learners will learn how to use dilation to create pairs of similar figures on graph paper. Struggling |

|learners will use manipulatives to find matches of similar figures. |

|Lesson Understandings: |

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|The students will know… |

|The definition of the word similar. |

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|The students will be able to… |

|Identify similar figures. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Give each student a copy of the Congruence Review sheet*. Congruence should be a word that students already know. When students have finished the |

|Congruence Review, go over the correct answers as a class. If you see that students are having trouble remembering what congruence means, do a quick review of the |

|concept. |

|Whole-Class Instruction |

|Materials Needed: Teaching Points PowerPoint*, Word Graphic Organizer*, Guided Practice PowerPoint*, 1 set of yes/no response cards per student, 1 set of Similar |

|Figures independent practice pages per student*, scissors and glue for each student, 1 piece of notebook paper per student |

|Procedure: |

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|Tell students that today they are going to learn about similar figures, which have some likeness to congruent figures. Ask students what they know about the word |

|similar. Elicit responses. |

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|Show students the Teaching Points slide. Ask students if they notice anything unusual about the slide. Students will say that both of the letter “I”s in the word |

|are larger than the other letters, and that one “I” is larger than the other “I.” |

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|Tell students that the “I”s in the graphic demonstrate what the word similar means. Similar figures are two figures that are the same shape but not necessarily the|

|same size. The “I”s are different sizes, but they are the exact same shape; therefore, they are similar figures. Tell students it’s like taking a picture, making a|

|copy of it, and enlarging or shrinking the copy. The picture is still exactly the same, but it’s a little bigger or smaller than it was originally. |

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|Pass out to each student a copy of the Word Graphic Organizer. Direct them to the 2 boxes on the left side of the graphic organizer. Tell students that they should|

|write the meaning of the word similar in their own words in the top box. In the bottom box, they should recreate the graphic they saw with the two different sizes |

|of the letter “I.” Tell students that later in the lesson they will be drawing pictures to show examples and non-examples of similar figures on the right side of |

|their graphic organizers. |

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|Pass out 1 set of yes/no response cards to each student. Tell students that you are going to show them a few slides. Each slide will contain a pair of figures that|

|may or may not be similar. They should view each slide and respond to the question with their yes/no cards. |

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|Project the slides from the Guided Practice PowerPoint one at a time for students to view. If you see that several students are responding incorrectly about a pair|

|of figures, stop and discuss why that set is or is not similar. |

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|When you have finished the slideshow practice, take up the students’ yes/no cards and have them look again at their graphic organizers. Direct students that they |

|should complete the examples and non-examples section by drawing 3 sets of similar figures for the examples and 3 sets of dissimilar figures for the non-examples. |

|Tell them to think about the examples and non-examples presented in the PowerPoint if they cannot come up with ideas of figures to draw. Circulate around the room |

|to monitor that students are correctly drawing the examples and non-examples. The completed graphic organizer can be used as a study guide for students to take |

|home. |

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|When all students have completed the graphic organizer, pass out 1 set of Similar Figures independent practice pages as well as scissors and glue to each student. |

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|Read through the independent practice directions to students, check for understanding, and then allow them to work independently. |

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|For a closure activity, pass out 1 piece of notebook paper or scratch paper to each student. Have students number 3, 2, 1 on their papers. Students should draw 3 |

|examples of similar figures, draw 2 non-examples of similar figures, and write 1 definition of the word similar. This can be used as a ticket out of class or as a |

|ticket to transition to the next activity. |

|Advanced Learner |

|Materials Needed: 1 piece of graph paper per student, writing utensils, 1 index card per student (optional), dilation example* |

|Procedure: |

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|Gather advanced learners together. Tell students they are going to learn about dilation, which is a way to create similar figures. Tell students that dilation is a|

|way to take a figure and enlarge it or shrink it, which creates a second similar figure. |

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|Use a piece of graph paper or a piece of graphing chart paper and draw a square or a rectangle in an exact number of squares (no half squares). Tell students that |

|you are going to dilate that figure to create a second figure that is similar to the first. Model for students how to measure the dimensions of the square or |

|rectangle. Tell students that you are going to create a figure that is two times as large as the first figure by multiplying the dimensions by 2. |

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|Draw the second similar figure on top of the original figure. You may want to color code the original figure and the similar figure. See the example of dilation in|

|supplemental resources. Show students that you have drawn two figures that are similar because they are the same shape but different sizes. |

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|Discuss with students how they would create a similar figure that was 3 or 4 times as large. (Multiply the dimensions by 3 or 4.) Discuss with students how they |

|would create a figure that was half as large. (Divide the dimensions by 2.) |

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|Give one piece of graph paper to each student. Allow students to use dilation to create one or more sets of similar figures. Students should include a written |

|explanation about how they used dilation on their graph paper or on an index card attached to the graph paper. |

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|Allow students to display their work in the classroom or hallway so that other students can view it. |

|Struggling Learner |

|Materials Needed: pre-cut pairs of similar shapes that have been copied onto cardstock* |

|Procedure: |

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|Gather students in an area of the room where they have room to walk around. Pass out to each student one shape, making sure that each shape has a similar shape |

|that also has been distributed. You may have extra pairs of similar shapes, depending on how many students are in the small group. If you see that you have extra |

|pairs of similar shapes, you can repeat this activity a few times. |

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|Tell students that each student has received 1 shape. Students should calmly walk around the group, trying to locate the person who has a similar shape. Emphasize |

|to students that the figures won’t be exactly the same size, but they will be the same shape. Tell students that once they have found their shape partner, they |

|should sit side by side. |

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|When all students are seated, discuss each pair of figures. Guide students to the understanding that the shapes are exactly the same, but one has been enlarged or |

|shrunk. |

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|If you have extra pairs of figures, repeat the activity. |

*see supplemental resources

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