Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Sharon Sheffield (Mentor Heidi Loreng) Standard: . Subject: Math

Objective (Explicit): SWBAT identify congruent figures and determine whether congruent figures have been created by slides, flips and turns. Evidence of Mastery (Measurable): Using a checklist each student will create two congruent figures, be able to state why they are congruent and if the second figure was created by a slide, flip, or turn. Sub-objectives, SWBAT (Sequenced from basic to complex): congruent- figures that have the same size and shape no matter which way you turn it translation or slide- moves a figure up, down, left, or right reflection or flip- picks up and moves a figure rotation or turn- moves a figure around a point Being able to determine if shapes are congruent is a major topic of high school geometry, if students can establish a foundation of understanding it is setting them up for success in the future geometry lessons. How to determine if two shapes are congruent ask 2 questions1. Are they the same shape? 2. Are they the same size? 3. If you answered yes to both of these questions then the shapes are congruent. Key vocabulary: congruent- figures that have the same size and shape no matter which way you turn it translation or slide- moves a figure up, down, left, or right reflection or flip- picks up and moves a figure rotation or turn- moves a figure around a point Opening (state objectives, connect to previous learning, and make relevant to real life) 1. Yesterday my cousin took her two kids to Peter Piper and this is what their pizza slices looked like (draw one large and one small Materials: geoboards rubber bands dot paper

triangle on the board). Lets just say her son wasnt too happy to get some a small slice when his older brother got such a large slice! 2. Well today we are going to learn how to make congruent shapes and what makes shapes congruent. Lets just say for now that if their pizza slices where congruent both boys would have been much happier.

Teacher Will: 1. Say: Last week we learned about slides, flips and turns? Lets review each one to make sure we remember! (using the SMART Board lesson review Slides, Flips and Turns) 2. Today we are going to learn about the word congruent. Two figures that are congruent mean they are the same shape and same size. 3. I have some questions: Can a triangle and a square ever be the same shape? (No) Are all triangles the same shape? (No) Are all triangles the same size? (No) Are all squares Instructional Input (10 minutes) the same shape? (Yes) Are all squares the same size? (No) 4. Here is a new vocabulary word, lets read it together: Congruent : figures that have the same size and shape no matter which way you turn it Tell your partner what congruent means (on the PowerPoint show both examples and non-examples) 5. As you show examples and non-examples ask: (give think time before getting a choral response) Are they the same shape? Are they the same size? Are they congruent? Is the second figure a slide, flip or turn? (to reinforce previous lesson)

Student Will: Students will be engaged by responding orally to questions. Students will Think, Pair, Share when instructed

Revision Ideas:

Teacher Will: 1. Using a garboard and rubber bands create a figure, and then use a second rubber band to create a congruent figure.

Student Will:

Students will be engaged by responding orally to

2. Ask: Are they the same shape? Are they the same size? Are they congruent? Was it a questions. slide, flip or a turn? Guided Practice (7 minutes) 3. Model how to draw the congruent shapes on the dot paper 4. Model 2 more examples Revision Ideas: Lets review how to determine if two shapes are congruent ask 2 questions4. Are they the same shape? 5. Are they the same size? If you answered yes to both of these questions then the shapes are congruent. If they are the same shape and different sizes then they are NOT congruent. So remember next time you go for pizza tell your mom that you want your slice to be congruent to your siblings!

Teacher Will: Now it is your turn. With your partner you will receive one geoboard , two rubber bands and you each will get your own dot paper. Partner A will create a figure, and then partner B will create a congruent figure that is either a slide, flip or turn. Then both of you will draw the congruent shapes on your dot paper. Then you will switch Partner B will create a figure and Partner A will create the congruent Independent Practice (15 minutes) I will be around to see how it is going. (walk around to each group; as they create congruent figures ask each student why they think the figures they have created are congruent (because they are the same shape and same size) and if the second figure was created by a slide, flip or turn.

Students will work with a partner they will receive one geoboard , two rubber bands and you each will get their own dot paper.

Partner A will create a figure, and then partner B will create a congruent figure that is either a slide, flip or turn.

Then both of you will draw congruent shapes on your dot paper. the congruent shapes on your dot paper.

Then they will switch Partner B will create a figure and Partner A will create the congruent.

Revision Ideas:

Closing/Student Reflection/Real-life connections: