Lesson template
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The document outlines a lesson plan for teaching the concept of similarity in mathematics to students. The teacher will show students different shapes and have them observe and group the shapes. By grouping shapes that have the same shape but different sizes, students will conclude that the shapes are similar. The teacher will then ask questions to help students understand the defining characteristics of similar shapes and solve problems involving similarity.
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Lesson template
- 1. Lesson template Name of the teacher: Sai Priya S Subject : Mathematics Unit : Similar Triangles Topic : Concept of similarity Focus To make the students understand the concept of similarity and to teach them how to cultivate the talent of solving similarity problems. Social system To teach the students about the concept of similarity, the teacher shows the students some shapes as examples. Students observe the shapes and group them. From that they come into the conclusion of the concept and thereby solving the problems related to similarity. Principles of reaction With the help of observing the students and grouping them accordingly the teacher makes the students understand the concept of similarity. Support system Shapes, coins, textbook etc.
- 2. Classroom Interaction Procedure Phase I: Collection and observation The teacher displays some shapes to the students and asks them to observe. Later, asking them to group the shapes. Responses
- 3. Classroom Interaction Procedure Phase II: Classification The teacher asks the students to group these shapes. Responses Stage I A B
- 4. Classroom Interaction Procedure Again the teacher asks the students to group the shapes in both A and B. Responses Stage II A B C D E F
- 5. Classroom Interaction Procedure Teacher asks the students to group the shapes with similar shape but different size. Responses Stage III A B C D E F
- 6. Classroom Interaction Procedure Phase III: Suggesting the basis of classification Teacher asks the students on what basis the three stages are been grouped. Phase IV: Developing facts Teacher ask the students to identify the speciality of A, B, C, D etc from stage III. Phase V: Concept formation Therefore, such shaped or 3-D figures which have the same shape but different size is said to be similar in nature. Responses Stage I Grouped as shapes and 3-D figures. Stage II Grouped as similar shapes Stage III Grouped as similar shapes but different sizes. 1. Same shapes or 3-D figures 2. Similar shapes 3. Different sizes
- 7. Classroom Interaction Procedure So how can we conclude the concept of similarity? Phase VI: Problem solving The teacher asks the students the following question. Which of these are similar? Responses Two geometrical objects are said to be similar if they both have the same shape, or one has the same shape as the mirror image of the other.
- 8. Follow up activity 1. Find out 4 sets of similar shapes from the nature? 2. Using a scale, find out these two hexagons are similar?