1. What are we going to learn and why is it important?

Lesson Objective: SWBAT identify the pair of congruent angles.

Purpose: Architecture and structural engineering rely a lot on geometry. Congruency forms
a basis of geometric similarity and can hence help in architecture.

Key Points:
Knowledge we will learn:
Identify: to find
Pair: a set of two things
Congruent: identical in shape and size
Skills we will practice
Identifying
Steps to build skill we will practice

 Look at the two angles.

 Check the degree of both the angles

 Check if they are same or not

 If they are equal in angle, they are congruent.

Value/s we will draw out:
Collaboration: we will work together in teams to get to the final answer.
Critical thinking: we will work individually come up with answers for the IP.
Way we will connect this back to ourselves and the world:
When you see surveyors looking through that little thing on the top of a tripod at a
construction site, they are using geometric similarity. Scale models, same thing.

2. How will we show what we have learned?

Assessment: How we will show our learning?

1. What is the time in the clock?

2. What is the angle made by the hands of the clock?
 3. At which other time is the angle between the hands congruent with the angle made
by the clock here? Choose one option.
a. Angle made when the time is 3:30
b. Angle made when the time is 4:45
c. Angle made when the time is 5:00
d. Angle made when the time is 6:00

3. How will we learn in a way that is fun, fast effective and joyful?
Opening: Students explore what we will learn and why (2-5 mins)

 Do Now: Using a song and dance try to explain them how different angles look like
i.e. acute angle, right angle, and obtuse angle from different sides.
 All collab members will have to dance with the kids. Will help them clear the
misunderstanding regarding angles.
 Students will know the values they will focus on in the class. Teacher will break them
down in actions if students are confused.
 Students understand the purpose of learning this objective to make connections to
the real world. They will also know the values that we focus in class.

INM: Students engage with new information (10 mins)

 Demonstration: Teacher shows students how angles degree is the size and shape
using ice cream sticks structure.
 Size of the line segments is not a parameter for congruent angles.
 Then draw a clock on the board and using the stick figure, help them understand
different angles made at different time and how at certain time, the angles made are
same.
BMC:
POSITIVE NARRATION
CFU:
THUMBS UP OR THUMBS DOWN
COLD CALL

Guided Practice: Students practice, identify misconceptions, give and get feedback (10
mins)

 Teacher will provide chart paper to every group and tell them to draw an angle with
the value given on their chart paper.
 As soon as they are done teacher will ask one of the representative of the group to
come ahead.
 Then the representative will find another partner whose group has the same angle
value. There will be 3 groups with the same angle which will help them understand
that if A = B, B = C, then A = C as well.
 This will result in them understanding that how only angle degree is sufficient for the
congruency test.
  Teacher will go around the class during this time, look for common errors made by
students, clarify doubts, spend time with students who are finding the concept difficult
to grab etc.
 (Once 5 minutes are over) Students will go to another pair to discuss the answer.
They will get 3 minutes to do this!
 (Once 3 minutes are over) Some students will share their answers with large group
depending on the availability of time. Teacher will give right answers on the board.
The purpose is to give time to students to cross check answers, clarify any doubts
and correct if the answer is incorrect.

CFU:
COLD CALL
BMC:

 PAPER PASSING TECHNIQUE

 POSITIVE NARRATION
Independent Practice/Assessment: Students show & evaluate learning (7-10 mins)
Teacher will give the students an exit slip. Students have to take one and pass one to the
next bench. The students will solve the questions given and then pass the slips ahead to the
first bench.

1. What is the time in the clock?

2. What is the angle made by the hands of the clock?
3. At which other time is the angle between the hands congruent with the angle made
by the clock here? Choose one option.
a. Angle made when the time is 3:30
b. Angle made when the time is 4:45
c. Angle made when the time is 5:00
d. Angle made when the time is 6:00

Closing Circle: Students summarize takeaways and make connections (2-4 mins)
Students reflect on how they operated with values through the lesson, what are the
opportunities they used to practice the values, what are the chances they missed and what
would they do differently in the next lesson. This will be done in groups. Teacher will move
between groups to hear student responses. In the end, 1-2 responses can be taken large
group, depending on the availability of time.